The BSA’s Commitment to Safety

We want you to know that the safety of our youth, volunteers, staff, and employees is an
important part of the Scouting experience. Youth develop traits of citizenship, character,
fitness, and leadership during age-appropriate events when challenged to move beyond
their normal comfort level and discover their abilities. This is appropriate when risks are
identified and mitigated.
The Scouting program, as contained in our handbooks and literature, integrates many
safety features. However, no policy or procedure will replace the review and vigilance of
trusted adults and leaders at the point of program execution.
Commit yourself to creating a safe and healthy environment by:
Knowing and executing the BSA program as contained in our publications
Planning tours, activities, and events with vigilance using the tools provided
Setting the example for safe behavior and equipment use during program
Chief Scout Executive Engaging and educating all participants in discussions about hazards and risks
Michael Surbaugh Reporting incidents in a timely manner
Thank you for being part of Scouting and creating an exciting and safe experience
for every participant.
DEN LEADER GUIDE
 BOY SCOUTS OF AMERICA
SCOUTER CODE OF CONDUCT
On my honor, I promise to do my best to comply with this Boy Scouts of America Scouter Code of Conduct while
serving in my capacity as an adult leader:
1. I have completed or will complete my registration with the Boy Scouts of America, answering all questions
truthfully and honestly.
2. I will do my best to live up to the Scout Oath and Scout Law, obey all laws, and hold others in Scouting
accountable to those standards. I will exercise sound judgment and demonstrate good leadership and use the
Scouting program for its intended purpose consistent with the mission of the Boy Scouts of America.
3. I will make the protection of youth a personal priority. I will complete and remain current with Youth
Protection training requirements. I will be familiar with and follow:
a. BSA Youth Protection policies and guidelines, including mandatory reporting:
www.scouting.org/training/youth-protection/
b. The Guide to Safe Scouting: www.scouting.org/health-and-safety/gss
c. The Sweet Sixteen of BSA Safety: www.scouting.org/health-and-safety/resources/sweet16
4. When transporting Scouts, I will obey all laws, comply with Youth Protection guidelines, and follow safe
driving practices.
5. I will respect and abide by the Rules and Regulations of the Boy Scouts of America, BSA policies, and
BSA-provided training, including but not limited to those relating to:
a. Unauthorized fundraising activities
b. Advocacy on social and political issues, including prohibited use of the BSA uniform and brand
c. Bullying, hazing, harassment, and unlawful discrimination of any kind
6. I will not discuss or engage in any form of sexual conduct while engaged in Scouting activities. I will refer
Scouts with questions regarding these topics to talk to their parents or spiritual advisor.
7. I confirm that I have fully disclosed and will disclose in the future any of the following:
a. Any criminal suspicion, charges, or convictions of a crime or offense involving abuse, violence, sexual
misconduct, or any misconduct involving minors or juveniles
b. Any investigation or court order involving domestic violence, child abuse, or similar matter
c. Any criminal charges or convictions for offenses involving controlled substances, driving while
intoxicated, firearms, or dangerous weapons
8. I will not possess, distribute, transport, consume, or use any of the following items prohibited by law or in
violation of any Scouting rules, regulations, and policies:
a. Alcoholic beverages or controlled substances, including marijuana
b. Concealed or unconcealed firearms, fireworks, or explosives
c. Pornography or materials containing words or images inconsistent with Scouting values
9. If I am taking prescription medications with the potential of impairing my functioning or judgment, I will not
engage in activities that would put Scouts at risk, including driving or operating equipment.
10. I will take steps to prevent or report any violation of this code of conduct by others in connection with
Scouting activities.

37001 The Boy Scouts of America welcomes your comments and

ISBN 978-0-8395-0116-9 suggestions on how to improve this resource. Please email
©2018 Boy Scouts of America your thoughts to myscouting@scouting.org.
2018 Printing
 CONTENTS

◆◆ Welcome ..................................................................................................................5

◆◆ An Overview of Cub Scouting ................................................................................5

The Purposes of Cub Scouting................................................................................................ 5
Cub Scouts: A Positive Place .................................................................................................. 5
The Scout Oath and Scout Law............................................................................................... 6

◆◆ Delivering the Cub Scouting Program ................................................................. 8

Roles and Responsibilities in Cub Scouting ............................................................................ 8
The Role of Training ............................................................................................................... 10
Resources .............................................................................................................................. 10
The Cubmaster ...................................................................................................................... 10
Responsibilities to Cub Scouts.............................................................................................. 11

◆◆ The Cub Scout Ranks and Handbooks ...............................................................12

◆◆ Advancement ........................................................................................................13
Bobcat ................................................................................................................................... 16
Bear Advancement ................................................................................................................ 16

◆◆ Den Meetings ........................................................................................................20

Den Meetings at a Glance ..................................................................................................... 20
What Are Den Meeting Plans, and How Do I Use Them?...................................................... 21
Character Compass ............................................................................................................... 22
Do-at-Home Projects ............................................................................................................. 22
Your First Den Meeting .......................................................................................................... 22
Den Outings ........................................................................................................................... 23

◆◆ Understanding Cub Scout–age Children ............................................................23

Working With Cub Scouts With Special Needs and Disabilities ............................................ 26

◆◆ Helpful Hints for Den Leaders .............................................................................28

Planning Your Meetings in Advance ...................................................................................... 28
Den Rules and Code of Conduct ........................................................................................... 29
Duty to God Adventures ........................................................................................................ 29
Ceremonies ............................................................................................................................ 29
Immediate Recognition .......................................................................................................... 30
Missed Meetings.................................................................................................................... 30

CONTENTS 3
 Snacks/Treats ........................................................................................................................ 30
Den Scrapbook ...................................................................................................................... 31
Tracking the Adventure .......................................................................................................... 31
Success ................................................................................................................................. 31

◆◆ The Bear Adventure Den Meeting Plans .............................................................33

Required Adventures ............................................................................................................. 33
• Baloo the Builder ....................................................................................................... 35
• Bear Claws ................................................................................................................. 41
• Bear Necessities ........................................................................................................ 49
• Fellowship and Duty to God ...................................................................................... 61
• Fur, Feathers, and Ferns ............................................................................................ 69
• Paws for Action (Duty to Country) ............................................................................. 81
Elective Adventures ............................................................................................................... 93
• A Bear Goes Fishing .................................................................................................. 95
• Bear Picnic Basket ................................................................................................... 101
• Beat of the Drum ...................................................................................................... 107
• Critter Care............................................................................................................... 113
• Forensics.................................................................................................................. 119
• Grin and Bear It ........................................................................................................ 127
• Make It Move ........................................................................................................... 137
• Marble Madness ...................................................................................................... 145
• Roaring Laughter ..................................................................................................... 153
• Robotics ................................................................................................................... 159
• Salmon Run ............................................................................................................. 165
• Super Science .......................................................................................................... 173
• A World of Sound ..................................................................................................... 181

◆◆ Appendix ................................................................................................................A-1
1. Parts of Your Meeting ............................................................................................. A-7

2. Working With Cub Scouts ....................................................................................... A-25

3. Crafts ...................................................................................................................... A-33

4. Games ..................................................................................................................... A-37

5. Outdoors ................................................................................................................. A-47

6. Resource Guide for Aquatics Activities................................................................... A-54

7. Leader Helps ........................................................................................................... A-63

8. Awards .................................................................................................................... A-64

9. Additional Resources .............................................................................................. A-66

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 WELCOME
Welcome! You have chosen to make an important difference in the lives of the youth in your den and
pack. With your guidance as their leader, the youth in your den will develop character, leadership skills,
responsibility, fitness, and a love for fun while learning. Your role as a den leader is a critical one to
a child’s success and continued involvement in Cub Scouting. This guide is your key to leading a
successful program.

AN OVERVIEW
OF CUB SCOUTING
THE PURPOSES OF CUB SCOUTING
Cub Scouting is a year-round, family-oriented part of the Boy Scouts of America. The program is
designed for youth who are in the year prior to first grade through fifth grade (or are 6–10 years of age).
Parents, leaders, and organizations work together to achieve the 10 purposes of Cub Scouting:
• Character Development
• Spiritual Growth
• Good Citizenship
• Sportsmanship and Fitness
• Family Understanding
• Respectful Relationships
• Personal Achievement
• Friendly Service
• Fun and Adventure
• Preparation to join a Scout troop
All the activities leaders plan and Cub Scouts enjoy should relate
to one or more of these purposes.

CUB SCOUTS: A POSITIVE PLACE

The Boy Scouts of America emphasizes a positive place in Cub Scouting. Any Cub Scouting activity
should take place in a positive atmosphere where children and other family members can feel
emotionally secure and find support, not ridicule. Activities should be positive and meaningful and
should help support the mission and purpose of the BSA.

AN OVERVIEW OF CUB SCOUTING 5

 THE SCOUT OATH AND SCOUT LAW
Use of the Scout Oath and Scout Law in all Scouting programs is designed to help emphasize the unity
of Scouting. This helps fulfill Scouting’s mission and vision statements, both of which mention the Scout
Oath and Scout Law:

Vision Statement: The Boy Scouts of America will prepare every eligible youth in America to become
a responsible, participating citizen and leader who is guided by the Scout Oath and Law.

Mission Statement: The mission of the Boy Scouts of America is to prepare young people to make
ethical and moral choices over their lifetimes by instilling in them the values of the Scout Oath and Law.

Scout Oath Scout Law

On my honor I will do my best A Scout is trustworthy, loyal, helpful, friendly,
To do my duty to God and my country courteous, kind, obedient, cheerful, thrifty,
and to obey the Scout Law; brave, clean, and reverent.
To help other people at all times;
To keep myself physically strong,
mentally awake, and morally straight.

Age-Appropriate Expectations for Learning the Scout Oath and Scout Law

The concepts of the Scout Oath and Scout Law are difficult to master, but they are not so difficult that
a Cub Scout cannot begin the journey. In the beginning of the Cub Scout’s journey, don’t expect
memorization. The Scout Oath and Scout Law are printed on the back cover of the handbooks. Use
the handbook or a poster as an aid to reciting.

You can also use older Scouts and adults as mentors to help bring your Cub Scouts along at a pace
comfortable for their learning needs.

The following descriptions can help you explain the meaning of the Scout Oath and Scout Law to
Cub Scouts:

What the Scout Oath Means

ON MY HONOR ...
Saying “On my honor” is like saying “I promise.”
I WILL DO MY BEST ...
This means that you will do your best to do what the Scout Oath says.
TO DO MY DUTY ...
A duty is something you are expected to do. At home, you might be expected to make up your bed or
take out the trash. You also have duties to God and to your country.
TO GOD ...
You do your duty to God by following the teachings of your family and religious leaders.
AND MY COUNTRY ...
You do your duty to your country by being a good citizen and obeying the law.
AND TO OBEY THE SCOUT LAW; ...
You also promise to live by the 12 points of the Scout Law, which are described on the next page.
TO HELP OTHER PEOPLE AT ALL TIMES; ...
Many people need help. A friendly smile and a helping hand make life easier for others. By helping other
people, you are doing a Good Turn and making our world a better place.

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TO KEEP MYSELF PHYSICALLY STRONG, ...
This part of the Scout Oath is about taking care of yourself. You stay physically strong when you eat the
right foods and get plenty of exercise.
MENTALLY AWAKE, ...
You stay mentally awake when you work hard in school, learn all you can, and ask questions.
AND MORALLY STRAIGHT.
You stay morally straight when you do the right thing and live your life with honesty.

What the Scout Law Means

The Scout Law has 12 points. Each one is a goal you should do your best to achieve.
A Scout is TRUSTWORTHY.
Tell the truth and keep your promises. People can depend on you.
A Scout is LOYAL.
Be true to your family, friends, Scout leaders, school, and country.
A Scout is HELPFUL.
Volunteer to help others without expecting a reward.
A Scout is FRIENDLY.
Be a friend to everyone, even people who are very different from you.
A Scout is COURTEOUS.
Be polite to everyone and always use good manners.
A Scout is KIND.
Treat others as you want to be treated. Never harm or kill any living thing without good reason.
A Scout is OBEDIENT.
Follow the rules of your family, school, and pack. Obey the laws of your community and country.
A Scout is CHEERFUL.
Look for the bright side of life. Cheerfully do tasks that come your way. Try to help others be happy.
A Scout is THRIFTY.
Work to pay your own way. Try not to be wasteful. Use time, food, supplies, and natural resources wisely.
A Scout is BRAVE.
Face difficult situations even when you feel afraid. Do what you think is right despite what others might be
doing or saying.
A Scout is CLEAN.
Keep your body and mind fit. Help keep your home and community clean.
A Scout is REVERENT.
Be reverent toward God. Be faithful in your religious duties. Respect the beliefs of others.

AN OVERVIEW OF CUB SCOUTING 7

 DELIVERING THE
CUB SCOUTING PROGRAM
Cub Scouting can be extremely rewarding for every member of the family—children and adults alike.
Taking the time to review this information and using the den meeting plans in this den leader guide is the
first and best step toward ensuring that you can deliver the fun that families want as easily as possible.

The den is where Cub Scouting takes place. The majority of dens meet two to four times a month with
the average meeting lasting 60 to 90 minutes. The following are some considerations to make things
even smoother.

SAFETY FIRST
In conducting activities, Cub Scout den leaders must maintain adequate supervision and assure the
proper use of materials. Be careful, and remember: Safety must always come first!

Refer to the latest printing of the Guide to Safe Scouting, No. 34416, for information on policies
relating to the many activities in which your den may participate.

The Guide to Safe Scouting is available on the National Council website at www.scouting.org,
or you can find it at your local council service center. The online version of the Guide to Safe
Scouting will always have the most current information.

ROLES AND RESPONSIBILITIES

IN CUB SCOUTING
Parents and other caring adults support Cub Scouting through a variety of ways. Some adults take on a
role with the pack committee and provide support through finance, record keeping, or other administra-
tive tasks to make it easier for den leaders to provide the program.

◆◆ DEN LEADER
Cub Scout den leaders work directly with Cub Scouts and their parents/guardians to execute the Cub
Scouting program in the den. Cub Scout dens are gender-specific and are either all boys or all girls.

Dens may have a den leader and assistant den leader or two co-den leaders. In all situations, den lead-
ers work with parents as a team to deliver the program.

Qualifications: Is at least 21 years old, and should be an experienced leader and is usually a parent or
guardian of a child in the den. Recommended by the Cubmaster after consultation with the parents and
guardians of the Cub Scouts involved, and approved by the pack committee and chartered organization.
Registered as an adult leader of BSA and current with Youth Protection training.

Responsibilities:

• Den leaders carry out the activities listed for each rank adventure in the handbook in order for the
Scouts in the den to earn their badge of rank.
• Work directly with other den and pack leaders to ensure that the den is an active and successful part
of the pack.
• Plan, prepare for, and conduct den meetings with the assistant den leader and den chief (if Wolf,
Bear, or Webelos den leaders) or adult partners (if Lion or Tiger den leaders).
• Attend the monthly pack committee meetings.
• Lead the den at pack activities.

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• Ensure the transition of Cub Scouts to a den of the next rank (or to a troop if Webelos/Arrow of Light
Scouts) at the end of the year.
Lion and Tiger den leaders should do the following:
• Coordinate shared leadership among the adult partners in the den.
• Ensure that each child and their adult partner have the opportunity to be the host team, planning and
executing the den activities. Rotate responsibilities monthly.
Cub Scout den leaders should keep in mind the following responsibilities:
• Ensure that their den chief attends den chief training, and guide them in working with Cub Scouts.
Attend Den Chief Training with them, and see that they receive recognition for their efforts at den and
pack meetings.
• Provide meaningful responsibilities for the denner and assistant denner so that they can learn
responsibility and gain satisfaction from their efforts.
The Webelos den leader should remember the following responsibilities:
• Ensure that their den chief attends den chief training, and guide them in leading Webelos Scouts. At-
tend Den Chief Training with them, and see that the den chief’s efforts receive recognition at den and
pack meetings.
• Provide worthwhile tasks for a Webelos Scout serving as denner so that they can assume some
responsibility and gain satisfaction from their efforts.
• Along with the Scoutmaster and assistant Scoutmaster, plan and conduct meaningful joint activities.

◆◆ ASSISTANT DEN LEADER

The assistant Cub Scout den leader shares the responsibilities of the Cub Scout den leader and may be
called upon to serve as a family contact or record keeper, or to handle other details of den operation. Each
den should have at least one assistant den leader, and more if needed.

Qualifications: Is at least 21 years old, and is recommended by the Cubmaster after consultation with the
den leader, parents, and guardians of the Cub Scouts involved, and approved by the pack committee and
chartered organization. Is registered as an adult leader of the BSA and current with Youth Protection training.

◆◆ PARENTS/GUARDIANS/FAMILIES
Cub Scouting seeks to support the family, whatever that looks like. When we speak of parents or
families, we are not referring to any particular family structure. Some Cub Scouts in your den may live
with two parents, some with one parent, some with foster parents, and some with other relatives or
guardians. Whomever Cub Scouts call their family is their family in Cub Scouting.

Our focus is on helping build strong families as we build stronger children. Don’t try to carry the load yourself.
Involve parents or guardians and encourage them to lend expertise to the program in their areas of interest.
Each parent has something to contribute. Invite them to participate and use their skills. Use “two-deep
leadership,” which means that two adults are required for all outings or activities. Review the “Youth
Protection” section in the Cub Scout Leader Book for more information on how parents can help.

◆◆ DENNER AND ASSISTANT DENNER

The denner position is for Wolf, Bear, and Webelos dens. The denner is a den member selected to be a
youth leader for a short period of time—anywhere from one week to several months. It is a good practice
for the den leader to rotate the position of denner throughout the den so that all Cub Scouts have the
opportunity to experience the leadership position. The den leader and den chief determine the denner’s
responsibilities, which might include leading the opening flag ceremony; helping to set up and clean up
the den meeting place; helping with games, ceremonies, tricks, and puzzles; leading a song; or acting as
den cheerleader. Denners should be given meaningful responsibilities and recognition to help them learn
how to be leaders. The denner wears a shoulder cord on the left shoulder. Some dens also have assistant
denners who assist the denner and may move up to the denner position after their term is over.

DELIVERING THE CUB SCOUTING PROGRAM 9

 ◆◆ DEN CHIEF
The den chief is an older Scout from a troop, a Venturer, or a Sea Scout who serves as an activities
assistant at Wolf, Bear, or Webelos Scout den meetings. The den chief can serve as a positive role model
for Cub Scouts as they look toward the continuation of their Scouting experience. The Scoutmaster from
a local troop, the Advisor from a Venturing crew, or the Skipper from a Sea Scout ship may be able to
help identify a den chief. A den chief that has been approved by their unit leadership and by the pack
leadership may serve either an all-boy den or all-girl den regardless of their gender.

THE ROLE OF TRAINING

Core to succeeding with these responsibilities is the concept that every Cub Scout deserves a trained
leader. Being a trained leader helps you deliver the program in a way that is effective and efficient
with a focus on the core objectives of Scouting. Becoming a trained leader requires completion of the
following training:
• Youth Protection
• Leader Position-Specific
Both trainings are available online at my.scouting.org and as an in-person training through your local
council service center. Leaders who have completed these two trainings qualify to wear the Trained
Leader emblem.

RESOURCES
This Den Leader Guide is designed to be self-contained, including all the information you will need to run your
den meetings. However there are additional resources which may be helpful to the Cub Scout leader’s experi-
ence. As you gain more experience you should consider having the following in your personal Cub Scouting
library. Many packs have pack libraries as well for sharing among their pack leadership.
• Cub Scout Leader Book • Group Meeting Sparklers
• Cub Scout Leader How-To Book • Cub Scout Ceremonies for Dens
• Bear Handbook and Packs
• Cub Scout Songbook

THE CUBMASTER
You will work closely with the Cubmaster to deliver the Cub Scouting program to the families in your den.
The Cubmaster works as the program leader for the pack. In addition to working with den leaders, he or
she will lead the pack program at your monthly pack meeting. Some of the ways you and the Cubmaster
will collaborate include the following:
• Work together to plan and help carry out the Cub Scouting program in the pack according to the
policies of the BSA. This includes leading the monthly pack meeting with the help of other leaders.
• With the pack committee, develop and execute a year-round recruitment plan for recruiting new
families into Cub Scouting.
• Acquire and use the appropriate and available Scouting literature, including the den leader guide for
each program level.
• See that the pack program, leaders, and Cub Scouts positively reflect the interests and objectives of
the chartered organization and the BSA.

10 BEAR
• Encourage the continuation of Scouting by establishing and maintaining good relationships with
local troops; this is especially important for Webelos den leaders. Your pack may have an assistant
Cubmaster whose primary responsibility is to support transition from Cub Scouting into a troop.
• Together, maintain good relationships with parents and guardians. Seek their support, and include
them in activities.
• Work collaboratively to ensure that Cub Scouts receive a quality, year-round program filled with fun
and activities that qualify the dens and pack for the National Summertime Pack Award.
• Participate with the Cubmaster and the pack committee chair in the pack’s annual program planning
conference and the monthly pack committee meetings.
• Work as a team with the pack committee chair to cultivate, educate, and motivate all pack leaders
and parents or guardians in Cub Scouting.
• Work together to conduct impressive advancement, recognition, and graduation ceremonies.
For Webelos ceremonies, involve Scoutmasters and other Scout leaders.
• Bring families together at joint activities.
• Support the policies of the BSA.

In addition to supporting den leaders, the Cubmaster will help coordinate activities that take place during
the pack meeting. Many of the advancement requirements that are related to outdoor adventure, such
as camping, and leadership development require the members of each den to work with each other
during pack meetings. The Cubmaster will help to organize those activities. Camping activities can only
be conducted as pack overnighters, council-organized family camps, or Webelos den overnighters.

RESPONSIBILITIES TO CUB SCOUTS

All Cub Scout leaders have certain responsibilities to the Cub Scouts. Each leader should:

• Respect each child’s rights as individuals and treat them as such. In addition to common-sense
approaches this means that all parents/guardians should have reviewed How to Protect Your
Children From Child Abuse: A Parent’s Guide, and all youth leaders must have taken the BSA’s
Youth Protection training.
• See that Cub Scouts find the excitement, fun, and adventure that they expected when they joined
Cub Scouting.
• Provide enthusiasm, encouragement, and praise for Cub Scouts’ efforts and achievements.
• Develop among the Cub Scouts a feeling of togetherness and team spirit that gives them security
and pride.
• Provide opportunities for Cub Scouts to experience new dimensions in their world.
• Become a fully trained Cub Scout leader.

DELIVERING THE CUB SCOUTING PROGRAM 11

 THE CUB SCOUT RANKS
AND HANDBOOKS

A child who is 6 years old or is A child who is 7 years old or A child who is 8 years old or is
in the year prior to first grade is is in the first grade is a Tiger. in the second grade is a Wolf.
a Lion. Related adventures are Related adventures are found Related adventures are found
found in the Lion Handbook. in the Tiger Handbook. in the Wolf Handbook.

A child who is 9 years old or A child who is 10 to 11 years

is in the third grade is a Bear. old or is in the fourth or fifth
Related adventures are found grade is a Webelos Scout.
in the Bear Handbook. Related adventures are found
in the Webelos Handbook.

The den meeting plans are written to help Cub Scouts complete the adventure requirements in their
handbook. A den leader is strongly encouraged to have the handbook for the den he or she is leading
as well, to be able to follow along and review for den meeting planning.

12 BEAR
 ADVANCEMENT
◆◆ CUB SCOUT ADVANCEMENT FOR RANK BADGE
Advancement is the word used to describe the progress Cub Scouts make toward their rank. It is one of the
methods we use to achieve Scouting’s aims and its desired outcomes. As Scouts earn the ranks of Lion,
Bobcat, Tiger, Wolf, Bear, Webelos, and the Arrow of Light, they achieve important goals in developing skills
and favorable dispositions related to personal fitness, good character, participatory citizenship, outdoor skills
and awareness, and leadership development. Each level of the program is designed to achieve these goals
through a series of developmentally appropriate and fun adventures.

◆◆ RECOGNITION PROCESS
No Cub Scout wants to wait several months to be recognized for hard work. The Cub Scouting
program recognizes completion of intermediate steps leading to rank advancement by awarding
immediate recognition.

Each adventure for Lion through Bear has a metal adventure loop that is designed to be worn on the Cub
Scout’s belt. To purchase adventure loops at the Scout shop, an advancement report is not required. This
allows for the den leader or other pack leadership to purchase adventure loops ahead of time and have
them ready to present once a Cub Scout has completed the adventure. Adventure loops are color-coded
to each rank. Required adventure loops have full-color logos, and elective adventure loops have single-
color logos.

Advancement gives Scouts a means of measuring their progress. Credit is given to the Cub Scout for
each requirement when the den leader is satisfied that the Scout has done their best.

Ensuring that Cub Scouts are recognized immediately and publicly for their efforts is an important part
of the advancement process. No Scout should have to wait for more than two weeks to receive a
device and be recognized for their accomplishments. Your pack may approach this in a variety of ways:

• The den leader may provide the belt loop or adventure pin at the final meeting when the Cub Scouts
complete the adventure. At the following pack meeting, the Scouts would then receive a certificate
during a brief ceremony.
• The pack may provide certificates for den leaders to award when Scouts complete the adventure and
then present the adventure loops and pins at the next pack meeting.
Packs are encouraged to find a method that works well for the families in the pack, guided by principles
that recognition is both immediate to encourage the Cub Scouts and public to celebrate their success.

Advancement provides a satisfying means of recognizing Cub Scouts for their progress. Cub Scouts have
a ladder to climb, with recognition at each step. Presenting awards in meaningful ceremonies to recognize
their accomplishments is a principle of advancement. Advancement is not competition. Each Cub Scout
is encouraged to advance steadily and purposefully, setting their own goals with guidance from family and
leaders. Measurement for satisfying requirements is “Do Your Best,” and that level can be different for each
Cub Scout.

ADVANCEMENT 13
 ◆◆ HOW THE ADVANCEMENT PROGRAM WORKS
The success of the advancement program depends entirely on how Cub Scout leaders and parents apply
it. Careful research has gone into developing the advancement program, but den and pack leaders and
families make advancement work in the dens, in the home, and with pack activities.

Goals of the Advancement Program

When implemented correctly, the advancement program will:

• Help build a Cub Scout’s self-esteem.

• Help build self-reliance as each Cub Scout discovers they are now old enough to assume certain
responsibilities toward other people.
• Give each Cub Scout the positive recognition they need.
• Bring families closer through the advancement activities that each family enjoys with their Cub Scout.

The Den Leader

The den leader has the following responsibilities related to advancement.

1. Work on advancement requirements in den meetings using the handbook

and den leader guide for the appropriate rank.
2. Plan meetings that support the advancement program. Other parents
with specific skills, the den chief, or local troop leaders can help.
3. Help parents and adult partners understand the advancement plan and
their role in promoting advancement. Make sure returning parents under-
stand how the advancement process works at each age level.
4. Keep accurate records of requirements that Cub Scouts complete. Promptly provide the pack
leadership with the advancement records so Scouts can be recognized at the next pack meeting. The
use of the Scoutbook mobile app provides the easiest way to keep leaders and parents up to date
on advancement.
5. With advancement being completed in the den meeting, a Scout’s absence should be the only reason
for failure to advance. Work with the Scout and their family to complete activities missed due
to absence.
6. Provide reinforcement for and recognition of advancement at den meetings. These can include
advancement charts, den doodles, and immediate recognition items.
7. Make sure that impressive advancement ceremonies and graduation ceremonies are conducted at the
pack meeting. For the Arrow of Light rank, involve the Scoutmaster and the troop’s youth leaders.

The Cubmaster

The Cubmaster has these responsibilities related to advancement.

1. Provide a quality year-round program full of action and fun that appeals
to the Cub Scouts and their families. See that den and pack activities are
planned so that completing required and elective adventures for all levels
is a natural outcome.
2. Guide den leaders in the use of the den leader guide to help organize and
deliver each meeting’s program for each level of programming.
3. Work with den leaders to coordinate den activities at pack meetings that
support the use of the Cub Scout adventure program materials.
4. Provide advancement reinforcement at the pack meeting, such as colorful and exciting induction,
advancement, and graduation ceremonies. Encourage displays of advancement charts and den
doodles at pack meetings.
5. Ensure that Cub Scouts in each den who have earned awards receive them at the next pack meeting.
Don’t let Cub Scouts and family members get discouraged by having to wait for recognition.

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6. Make sure that den leaders are trained and know how to use the advancement program effectively.
7. See that advancement standards are maintained. All Cub Scouts should do their best to complete the
requirements as presented in the program.
8. Coordinate with the pack committee to ensure that accurate advancement records are kept.

The Pack Committee

Pack committee members have these responsibilities related to advancement.

1. Help train leaders and adult partners or family members in the proper use of
the advancement program.
2. Ensure that den leaders have program resource materials such as den leader
guides and advancement charts to support program delivery.
3. Collect den advancement reports monthly. Purchase awards from the local
council service center. See that badges are presented at the next pack
meeting. Use of Scoutbook and the Scouting mobile app makes each of
these responsibilities easy to manage with an online tool that reduces the
use of paper reporting.
4. Help plan advancement and graduation ceremonies for the pack meeting.
5. Help build or secure equipment for use in meaningful advancement ceremonies.

How Fast Should a Den Advance?

A Cub Scout’s approach to advancement progress will depend on two factors:

• Their own motivation for learning new skills, the encouragement and help they get from family, and
their need for recognition
• The den leader’s preparation for and presentation of advancement activities in the den meetings
The den meeting plans outlined in the den leader guide provide program opportunities that are generally
delivered as two den meetings and an outing. This will provide opportunities for the Cub Scouts in your den
to advance. A year-round program is composed of required adventures (that will lead to rank advancement)
and elective adventures (which contribute to rank advancement and provide program enrichment).

If a Cub Scout cannot attend all meetings, the den leader should help the Cub Scout and their family
complete the missed activities.

The length it takes for the den to earn their rank is completely up to the den leader and the
families in the den. Dens meet as frequently as they like. Although many packs target their
blue and gold banquet for awarding the new badge of rank, there is no requirement to advance
by an arbitrary date such as a blue and gold banquet.

Advancement Checklist
o◆ Do the Cubmaster and pack committee give den leaders and families guidance in using the
advancement program effectively?
o◆ Do family members understand their part in the advancement program? Are they using required
adventures and elective adventures to suggest activities for the Scout’s free time?
o◆ Do den leaders talk to parents about children who are missing den meetings and therefore
missing opportunities to advance?
o◆ Do den leaders implement the required den meeting plans leading to advancement as outlined in
the den leader guide and, when necessary, have advancement work completed at home?
o◆ Are accurate advancement records kept in the dens and the pack?
o◆ Do Cub Scouts receive prompt recognition?
o◆ Do pack advancement ceremonies create an incentive for advancement?
o◆ Are wall charts and den doodles used in den and pack meetings?
o◆ Does the pack have an advancement ladder or chart?

ADVANCEMENT 15
 BOBCAT
Regardless of what age or grade a Cub Scout is in, the Bobcat rank must be earned before earning any
other rank, except Lion. Lion Scouts earn the Lion rank first. When they complete kindergarten, they may
begin work on the Bobcat badge. The Bobcat requirements focus on the fundamentals of Cub Scouting
that every Cub Scout must know.

You as the den leader can help! Practice the requirements in your den meetings, and encourage Cub
Scouts to work on the requirements with their families also. Requirement 7 is a home-based requirement.
The requirements are found in each of the youth handbooks as well as listed below:

Bobcat Requirements
1. Learn and say the Scout Oath, with help if needed.
2. Learn and say the Scout Law, with help if needed.
3. Show the Cub Scout sign. Tell what it means.
4. Show the Cub Scout handshake. Tell what it means.
5. Say the Cub Scout motto. Tell what it means.
6. Show the Cub Scout salute. Tell what it means.
®
7. With your parent or guardian, complete the exercises in the pamphlet
How to Protect Your Children From Child Abuse: A Parent’s Guide.

BEAR ADVANCEMENT
Bear Scouts work toward the Bear rank. The Bear badge is earned by completing six required adventures
and one elective adventure as described below.
1. Complete each of the six required adventures:
• Baloo the Builder
• Bear Claws
• Bear Necessities
• Fellowship and Duty to God
• Fur, Feathers, and Ferns
• Paws for Action (Duty to Country)
2. In addition to the six required adventures listed above, complete at least ®
one elective adventure of your den’s or family’s choosing.
3. With your parent, guardian, or other caring adult, complete the exercises in the pamphlet How to
Protect Your Children From Child Abuse: A Parent’s Guide.
4. Earn the Cyber Chip award for your age. (The Cyber Chip requirement may be waived by your parent
or guardian if you do not have access to the internet.)
For each adventure, the Bear Scout must complete the requirements as outlined in the Bear Handbook.

Requirement 7 of Bobcat and requirement 3 of Bear are identical. Cub Scouts who earn the Bobcat
rank during the same year that they begin working on the Bear rank will need to complete the
requirement only one time.

The den leader signs each Bear Scout’s handbook (Den Leader’s OK) and records progress in the den’s
advancement records. The Bear Scouts also keep track of their own advancement using the Adventure
Tracking section in the back of their handbooks, and under the guidance of the den leader, they can also
keep a record of their individual progress on a den advancement chart and den doodle. For requirements
completed at home, the parent or other caring adult who worked with the Cub Scout on the requirement
notifies the den leader, and the den leader signs off on the requirement.
For achievements completed at home, the parent or other caring adult who worked with the Cub Scout on
the achievement will notify the den leader, and the den leader will sign off on the achievement.
The pack should encourage each den to deliver a year-round program, drawing from both required adventures
to support rank advancement and elective adventures to support program enrichment. Elective adventures
16 BEAR
may be earned during den activities, by a Scout with participation of the Scout’s family, and during
council- and district-sponsored program opportunities. There is no required order in which adventures must
be earned. The sequence is left to the discretion of the den leader.
After earning the Bear badge, a Cub Scout will continue to meet with the Bear den, working on additional
elective adventures until completing third grade (or turning 10 years old) and becoming a Webelos Scout.

Adventure Adventure
Bear Bear
Loop Loop
Required Baloo the Builder Elective Critter Care

Required Bear Claws Elective Forensics

Required *Bear Necessities Elective Grin and Bear It

Required Fellowship and Elective Make It Move

Duty to God

Required *Fur, Feathers, Elective Marble Madness

and Ferns

Required Paws for Action Elective Roaring Laughter

(Duty to Country)

Scout or (1) Elective Elective Robotics

Den Choice adventure of choice

Adventure Bear
Loop
Elective A Bear Goes Fishing Elective Salmon Run

Elective Bear Picnic Basket Elective Super Science

Elective Beat of the Drum Elective A World of Sound

*Seasonal considerations

ADVANCEMENT 17
 After a Scout has completed all the requirements for the Bear rank, they should receive the Bear badge at the
next pack meeting. This is an important milestone, so the ceremony should be suitably impressive. The Bear
badge is sewn on the left pocket of the uniform shirt in the Scout’s left position.

Scouts may complete as many elective adventures as their ambition and time available allow. They are
entitled to wear each of the adventure loops on their official Cub Scout belt.

◆◆ PLANNING YOUR MEETINGS

As you plan your den’s program for the year, there are a few important points to consider.

• Required adventures. These adventures are required to advance from rank to rank.
• Elective adventures. These add to the fun and adventure of Cub Scouting. One elective adventure is
required for each rank.
• Coordinating your planning. Some of the adventures require coordination with other dens. A pack
meeting is an ideal place to do this. There are some suggestions made in the Cub Scout Leader
Book, but however your dens and pack wish to do this, work together with the other leaders in your
pack to build this into your annual program. For example, Lion, Tiger, Wolf, and Bear dens may not go
camping as a den. They may only participate in pack overnighters or council-organized family camps.
When working out your annual program plan, seek to deliver an entire year of fun programming. It is
important to seek input from the Cub Scouts in the den to find out which adventures they would like
to explore with the members of the den. Elective adventures that are not selected may be earned by
Cub Scouts at home, working with their families.
• Audience for requirements. Many of the requirements state that a Scout should demonstrate a new
skill or share something they have learned with others during a den meeting. We all need to recognize
that not all Scouts are able to make each meeting. While we recognize that the best approach is to
carry out sharing tasks in a den setting, it may be necessary to allow Cub Scouts to share what they
have learned while working on Cub Scout advancement requirements in other settings, such as in
front of their family.
• The duty to God adventures are primarily done with the family and, for some dens, may not be
included as part of the den meeting planning. If that is the case, notify families that they will need to
help their Cub Scouts complete the adventure at home and then notify the den leader when those
requirements are completed. See page 29 for more information regarding the duty to God adventures.

Read through the Wolf adventures, and give some thought to which adventures will work the best for
your location and climate. Write in the adventures you will use and the corresponding month that will
work best. Check with your Cubmaster to see if some adventures need to be coordinated with other
dens or for upcoming pack meetings.

Important: When planning, keep in mind that six required adventures and one elective adventure are
required for Wolf advancement. Adventure loops may be awarded at any time within the Scout’s rank
year by age or grade. Once Cub Scouts have moved (graduated) to their next level den, THEY MAY
NOT EARN THE RANK OF THEIR PREVIOUS DEN LEVEL.

18 BEAR
 DEN ANNUAL ADVENTURE PLAN
Month Adventure

August

September

October

November

December

January

February

March

April

May

June

July

ADVANCEMENT 19
 DEN MEETINGS
The den meeting is critical to the Cub Scout’s success and enjoyment of the Scouting program. It is in
and through the den that youth develop character and learn life skills through completion of the adven-
ture activities. Along the way, they make social connections and enjoy exploring a wide variety of ideas.
Den meetings that are fun, organized, and interesting provide a great experience for youth.

The structured, but fun nature of den meetings sets the tone for a Cub Scout experience in which youth
thrive. Each den meeting consists of five basic elements: Gathering, Opening, Talk Time, Activities,
and Closing.

DEN MEETINGS AT A GLANCE

PREPARATION AND MATERIALS NEEDED
Use this section of the den meeting plan to determine the materials you will need to lead the den
meeting and to know when to make arrangements in advance, such as scheduling a meeting with a
guest or arranging the logistics for an outing.

Read the pages in the youth handbook for each new adventure before you start to work on it. The
handbook provides background information, instructions, or suggestions for many activities. Encourage
Scouts to bring their handbooks to each meeting.

GATHERING (5 TO 15 MINUTES BEFORE MEETING)

• Designed to provide constructive welcoming activities for early arrivals while they wait for the
meeting to start
• Suggested gathering activities range from active games to quiet pastimes, depending on children’s
needs (energy release or settling down), time of day, and the meeting venue
• Should not include activities essential to the meeting, as not everyone will be part of the
gathering experience
The Gathering should not include activities essential to the meeting, as not everyone will be part of the
gathering experience. Use a formal, time-consuming gathering activity only if youth arrive at different
times and there is considerable time before everyone is present. Be sure to begin the meeting itself on
time. Sometimes a nutritious snack is substituted for a gathering activity. The gathering activity sets the
tone for the den meeting.

OPENING (5+ MINUTES)

• Pledge of Allegiance (may be part of larger flag ceremony)
• Recite the Scout Oath and Law together
• Sometimes additional inspiring message or reflection
• May include Outdoor Code or Leave No Trace ideas related to preparation for an outing
Youth and adults stand respectfully for the opening, which often takes place with Scouts in a horseshoe
or circle at the front of the room. The opening may be a longer ceremony for special occasions.

TALK TIME (5+ MINUTES)

• Overview of meeting and den member roles (what to expect)
• Dues collection (only if needed and not collected otherwise)
• General announcements and updates
• Quick discussion (or extensive planning) for coming events
• May include youth sharing ideas or accomplishments related to adventure requirements
• May introduce a new adventure or set groundwork for future advancement
Expand the meeting time to accommodate in-depth discussion or planning if needed.

20 BEAR
ACTIVITIES (30+ MINUTES)
• The heart, or core, of the den meeting, where most of the fun and learning (adventure requirements)
take place
• Two to three projects, games, or discussions chosen from requirement activities in the meeting plan
Note that many of the activities for requirements include a reflection at the end. (See “Closing” below.)
Make sure that someone is taking notes on parts of requirements each youth completes.

CLOSING (5+ MINUTES)

• A ceremonial moment wrapping up the meeting
• Often led by the denner, the youth leader of the den
Closing should be a quiet time. It usually works best to have youth stand in a circle or horseshoe with
adults standing behind.

AFTER THE MEETING

• Assign roles and provide opportunities for teamwork.
• Ensure protocols in place for continued supervision and parental pickup.
• Review the general success of the meeting, such as group dynamics and accomplishments.
• Record Scouts’ individual requirement completions in their advancement reports, either on paper
or electronically.
• Plan for following up with additional parts of requirements or to make arrangements for coming events.
• Communicate with parents via email or a note given to the child to take home. Include a review of
the Scouts’ accomplishments and reminders of future events and arrangements.

Use this Den Meetings at a Glance guide when preparing for meetings and following through after
meetings. Key how-to and ideas for these important considerations are included in the meeting
plans throughout this guide. The appendix includes great ideas for generic parts of the meeting,
and adventure-specific ideas are highlighted in this chapter.

WHAT ARE DEN MEETING PLANS,

AND HOW DO I USE THEM?
The den meeting plans are your guide to bringing the adventures of advancement to life for your den. These
plans will, if followed, help Cub Scouts advance in rank as they experience all the fun of Cub Scouting. Take
time to read through and prepare for each den meeting.
The plans are developed around the following:
• Two to three den meetings per month in addition to the pack meeting or other pack activities.
• If a plan consists of three den meetings, one of those meetings is usually designed to be an outing.
The outing may take place at the beginning, middle, or end of the adventure, so be sure to read
through each of the den meeting plans for each adventure before beginning. Outings are very important
to the Scouting experience.
• The plans follow the parts of the den meeting structure listed above.

DEN MEETINGS 21
 CHARACTER COMPASS
HA
In the den meeting plans, you will notice this icon. The adventures you are planning for the
RACTE

monthly meetings have an association with one or more points of the Scout Law. As you read
C

CO
through the plans and the youth handbook for the adventure, be aware of the point of the Law
S
M PA S emphasis and how you may be able to help teach it. These points are to be brought about
naturally and subtly within the adventure and are by no means meant to be “drilled” into your
meeting plan. That’s one of the wonderful things that happens in Scouting—we teach character develop-
ment through our adventures and advancement.

DO-AT-HOME PROJECTS
Do-at-Home Projects are activities completed outside den meetings. Projects should be
assigned (usually during the Closing). They may be assignments in preparation for the next
den meeting plan, or they may be part of a requirement that you will need to then verify at
the next den meeting as having been completed.

YOUR FIRST DEN MEETING

You are going to be a great den leader! Use your first den meeting as a chance to get to know each
Cub Scout and their family. Take time to hand out the Family Talent Survey or email the link to the PDF
form and ask each adult to complete it and return it to you. (The form is available at www.scouting.org/
programs/cub-scouts/leaders/forms.) Below are some tips for your first meeting. This will help set a
positive atmosphere for everyone.

• Wear your adult uniform to all meetings, and remind Scouts to wear their uniforms.
• Be completely organized before the start of the meeting.
• If you are new to running meetings like this, it is easier to think of it as seven short activities rather
than a single long event. (See the Den Meetings at a Glance section earlier in this chapter.)
• Explain clearly to the Scouts the behavioral expectations. You may wish to use the “conduct candle”
approach (see this guide’s appendix), and develop a den code of conduct. This can be handwritten
on poster board, or a den code of conduct poster, No. 32068, may be purchased at your local Scout
shop. Be consistent and friendly but firm.
• Explain that Scouts should bring their handbooks to each meeting.
• Remember to set high expectations so the Cub Scouts in your den can learn how to achieve. Setting
low expectations will lower everyone’s performance and not meet the expectations families have of
the program.
If you are a new den leader, ask the assistant den leader(s) to arrive at least 15 minutes before the
starting time of the meeting. They can help you with final preparations before everyone else
arrives. It is a good idea to have something constructive for those who arrive early to do (known as
the “Gathering” part of the den meeting plan) while you are making final preparation for den meetings;
you might even have them help set up some parts of the meeting.

A snack at den meetings is optional. If you do serve a snack, offer fruits or vegetables to set an example
of healthy eating. Be aware of any food allergies of den members and communicate these to parents
who may be assisting with the snacks.

22 BEAR
 To encourage healthy snacks at meetings, you can work toward the
SCOUTStrong Healthy Unit Award as a den! Earn the award by following
three healthy meeting practices, including providing fruits and/or vegetables
for snacks (if snacks are served). Learn more about this award in the
appendix, under “Awards Cub Scouts Can Earn.”

One best practice to facilitate communication and involvement is to distribute a family information letter
at the conclusion of each meeting. The letter tells families what was completed at each meeting and
provides information on upcoming den and pack meetings and activities.

DEN OUTINGS
Den outings are an important part of the Cub Scout experience. They are a time not only for fun but
for learning. And they are critical steps in the Cub Scouts in your den earning their badge of rank. It
is important that you plan in advance for these den outings. Planning should include the following, at
a minimum:

• Arrange for the visit with the point of contact at your destination (if needed).
• Work with the parents or guardians in the den to arrange transportation, or get an adult to carry
out the planning.
There is an activity consent form available to use at the den level for outings. This is a permission
slip the parents sign for their child to attend the outing. The activity consent form is also available at
www.scouting.org/programs/cub-scouts/leaders/forms.

UNDERSTANDING
CUB SCOUT–AGE CHILDREN
Scouting is designed to help children develop character, citizenship, personal fitness, and leadership. To
understand where we want them to go, we need to understand where they are.
The Cub Scout years are a time of rapid development for children, falling between the total dependence
of early childhood and the relative independence of early adolescence. Cub Scout–age children are
becoming more competent, and they need to be able to demonstrate what they can do. Eager to prove
themselves to their friends, themselves, and their parent(s) or other caring adults, they show off what
they can do, sometimes forgetting to plan ahead and forgoing safety.
Cub Scouting activities are designed for children who are in the normal range of development, but the
program is flexible enough to adapt to the needs of those who are developing faster or slower than their
peers or who face physical, mental, or emotional challenges.
Cub Scout leaders who understand and recognize the developmental changes of these years will have a
much better Cub Scouting experience.

◆◆ DEVELOPMENTAL CHARACTERISTICS
Although typical behavior patterns exist for any age group, every child is unique. For example, some
10-year-olds are already experiencing the growth spurts associated with puberty, while others still
resemble 8-year-olds. It’s important not to confuse physical size with psychological maturity. Minds
and bodies often develop at different rates.

DEN MEETINGS 23
 Physical Development
Children are full of energy. They need a way to burn it off, especially if they’ve been sitting in a
classroom for a long time. They can be noisy and boisterous, and they need to romp and play.
Children are steadily growing. Young children are often quite thin and lack muscle mass. Second
graders are losing baby teeth and tend to have an “all teeth and ears” look. By fifth grade, they are
taller and heavier, have more stamina, and are capable of more sustained effort.
Children are becoming better coordinated. Children at this age may be clumsy and accident prone,
but they gradually become more coordinated. By fifth grade, most children have achieved much better
control and increased their mastery of large-muscle activities.
Children are impatient with aspects of personal hygiene. Tasks like brushing their teeth and combing
their hair seem unimportant. Self-care routines can be a source of conflict. Few children of Cub Scout
age appreciate the importance of cleanliness.

Mental Development
Children are concrete thinkers and take things very literally. Subtleties and humor frequently escape
them, and they often interpret “what if” and “maybe” as promises to be kept. However, they are beginning
to build concepts out of their concrete experiences and can use these ideas to imagine possibilities and
solve problems.
Children are beginning to understand that behavior involves motivation and consequences. By
first and second grade, they are likely to try to explain away bad outcomes by saying, “I didn’t mean it.”
Fifth-graders are better at planning ahead to predict possible consequences. They are better at
communicating with others because they can begin to see others’ points of view.
Children enjoy activities that are distinct from their school-day experiences. By second grade,
most children have begun to read on their own with varying success and interest. Cub Scouting often
stimulates interest in reading and learning because the activities create a desire to know more. Cub
Scouting activities don’t have the association with failure that formal schoolwork has for some children;
those who have problems at school might turn out remarkable Cub Scout projects.
Children have different learning styles. Some of them learn best visually, and some learn best by
listening. Children and adults learn best when lessons are fun and hands-on. Cub Scouting’s emphasis
on learning by doing gives everyone a chance to shine.
Children are curious and adventurous. For Cub Scouts, the world is still new and waiting to be
discovered. First- and second-graders are eager to meet life head-on—often with a willingness to take
risks that may outrun their abilities.
Children can be highly imaginative. Children are ready to picture themselves in all kinds of roles and
situations. Their ability to pretend lets them explore new ideas and feelings and their relationships with
other people. Cub Scouting plays an important role in keeping curiosity alive by letting children do and
learn things that interest them.
Children are collectors. Cub Scouts seem to accumulate things indiscriminately, and they’re more
concerned with quantity than quality. Fifth-graders retain their interest in collecting but often settle down
to a more serious focus on one or two kinds of items. They are likely to spend more time counting,
sorting, and arranging collections.
Children have short attention spans. First- and second-graders throw themselves into activities with
great enthusiasm but might be ready to move on to something else in a remarkably short time. However,
when something really interests them, Cub Scouts can stick with it longer. They also like to return again
and again to favorite activities.
Children are still developing a sense of time. Many first- and second-graders can tell time with a
clock, but they might have little sense of what time means. They express interest in planning and particularly
like to know what is coming next. By age 10, most children have improved their time-management skills.
They enjoy making rather elaborate plans and can generally get to where they want to be pretty much
on schedule.

24 BEAR
Building Relationships
Children have a strong need for adult/family support. Although they may be willing to try new things
on their own or with peers, children still need family members and adults they look up to whom they
can trust and with whom they can share their experiences. By fifth grade, they are ready for greater
independence and responsibility. They resent being treated like “little kids,” although they still want their
parents to be there for them.
Children are learning to interact within groups. Generally, they understand the importance of friends,
and many appear anxious about whether others approve of them. Still immature, they often view life
mainly from their own perspective.
Children are becoming genuinely devoted and committed to their friends. They usually engage with
enthusiasm in group activities. Many youngsters of this age also form spontaneous clubs and other fluid,
though often short-lived, peer groups.
Children prefer dynamic group games. Young Cub Scouts love to succeed, and they have a great
desire to win every time. They have difficulty understanding and mastering intricate rules of games and
may lay blame on their opponents. Fifth-graders, on the other hand, usually have a sharp sense of rules.
They can make a distinction between intentional and accidental rule violation.
Children need acknowledgment for their performance. Sometimes children avoid trying innovative
endeavors because they are afraid that others might see them perform inadequately. Fifth-graders thrive
on praise, too, but they prefer not to be singled out in front of others.

Learning Values
Children are developing ideas about right and wrong. By second grade, many of them do what is
right because they’ve progressed in their moral development and learned important values. Others may
do what is right primarily to avoid punishment.
Children are beginning to see the value of trying to get along with others. By age 10, most children
have begun to relate conformity to rules with self-interest. They are interested in the benefits they receive
when they follow the rules. This age is also a time of much bargaining. They are beginning to understand
that others have rights, too.
Children have a growing appreciation for fairness. Some psychologists believe that sensitivity to the
feelings of others is the beginning of a moral sense. The young Cub Scout takes a fairly rigid stand on
issues of fairness.
Children are beginning to see that values are important. Some of them begin to realize that the ideas
expressed in the Scout Oath and Scout Law are values that American society feels are important.
Modern American culture requires children to be able to experience moral issues in terms of obedience
to rules and to explore them within networks of relationships.
Children like being helpful. At this age they are not too young to do things for others. Children enjoy
helping others, especially if they can see that their service actually meets a need. At the end of a service
project, it’s important to have time for discussion so that your Cub Scouts can understand their
experience, learn from it, and grow.

See Appendix 2 for additional information and specific ideas for working with Cub Scouts, creating
den spirit, and tracking behavior.

UNDERSTANDING CUB SCOUT–AGE CHILDREN 25

 ◆◆ PROVIDING ENCOURAGEMENT
• Reward more than you criticize, in order to build self-esteem.
• Praise immediately any and all good behavior and performance.
• Change rewards if they are not effective in motivating behavioral
improvement when needed.
• Find ways to encourage the Scout.
• Teach Scouts to reward themselves. This encourages them to
think positively about themselves.
• Emphasize and recognize accomplishments.

◆◆ PROVIDING SUPERVISION AND DISCIPLINE

• As a leader, you must be a number of things to each Cub Scout in
your den: friend, authority figure, reviewer, resource, and teacher.
• Listening is an important technique that means giving Scouts an opportunity to express themselves.
Whether as a part of the group or in private conversation, be patient, be understanding, and take
seriously what the Scout has to say. Keep yourself attuned to what they are saying; use phrases like,
“You really feel that way?” or “If I understand you right. . . .”
• Be on the lookout for signs that a Scout may need redirection, and be ready to intervene before a
situation escalates.
• Avoid ridicule and criticism. Remember, all children have difficulty staying in control.
• Remain calm, state the infraction of the rule, and avoid debating or arguing with the Scout.
• Develop a plan for appropriate and consistent consequences for particular types of misbehavior.
• When a Scout is behaving in an unacceptable manner, try the “time out” strategy or redirect their behavior.
• Administer consequences immediately, and monitor proper behavior frequently.
• Make sure the discipline fits the offense and is not unduly harsh.
• Enforce den rules consistently.
• Do not reward inappropriate behavior. Offer praise when the Scout exerts real effort, even if
unsuccessful, and/or when you see improvement over a previous performance. Never praise falsely.
• Do not accept blaming others as an excuse for poor performance. Make it clear that you expect
all Scouts to answer for their own behavior. Behavior is a form of communication. Look for what the
behavior is saying (i.e., does the Scout want attention?).

WORKING WITH CUB SCOUTS WITH

SPECIAL NEEDS AND DISABILITIES
We are all aware that every individual is different and unique in their own way. All children have different
ways they learn and different abilities. When we read or hear the term “disability,” we more commonly
think of visible forms of disability and not necessarily those that are not visible. It’s obvious that a Scout
in a wheelchair may have challenges fulfilling a hiking requirement, but it might not be so obvious when it
comes to the Scout with a learning disability.

Since its founding in 1910, the Boy Scouts of America has had fully participating members with physical,
cognitive, and emotional disabilities. The basic premise of Scouting for youth with disabilities is that
every child wants to participate fully and be treated and respected like every other member of the Cub
Scout pack. Children with cognitive, physical, or emotional disabilities should be encouraged to partici-
pate in Scouting to the extent their abilities will allow. Many Scouts with disabilities can accomplish the basic
skills of Scouting but may require extra time to learn them. Working with these youth will require patience
and understanding.

26 BEAR
Begin with the Cub Scout and the child’s parents or guardians; seek guidance from them on how best
to work with the Scout with special needs. The parents or guardians can help you to understand the
Scout’s medical history, capabilities, strengths, and weaknesses as well as how they can support you as
the den leader. This will help you become aware of special needs that might arise at meetings, field trips,
and campouts with the parents. To the fullest extent possible, Scouts with disabilities should be given
opportunities to camp, hike, and take part in all activities.

The best guide to working with Scouts who have disabilities is to use good common sense, to trust your
instincts, and to focus on all the potential that Cub Scouts with disabilities do have. It’s important to try
to remember that Cub Scouts are first and foremost children, whether they have a disability or not.

Below are some helpful tips for working with Scouts with special needs and disabilities:

◆◆ LEADERSHIP TECHNIQUES
• Wise leaders expect challenges but do not consider them overwhelming. All children have different
needs. The wise leader will recognize this and be prepared to help.
• Leaders should meet the parents and the new Scout with a disability to learn about the Scout, any
physical or cognitive limitations, and their abilities and preferences. Some young people with disabili-
ties will try to do more than they are capable of doing, just to “fit in” with others, which could result in
unnecessary frustration.
• Many youths with disabilities have special physical or health needs. Parents, visiting nurses, special
education teachers, physical therapists, doctors, and other agencies can help make you more familiar
with the nature of a disability that a Cub Scout in your den has.
• Accept the Scout as a person, and give them the same respect that you expect from them. This will be
much easier if you know the Scout, their family, their background, and their likes and dislikes. Remember,
any behavior that presents difficulties is a force that can be redirected into more acceptable pathways.
• All Cub Scouts use the “buddy system.” For children with special needs, the buddy system can take on a
whole new meaning. Some disabilities might be too extensive for one Cub Scout to assist their buddy with
all the time. In those cases, provide a rotation system of buddies. Just remember that if you find a buddy
system that is working and everyone is happy with, don’t feel like you have to change it for the sake of
changing it. If it is appropriate for the new Cub Scout, explain the system to the den. Each week, a different
den member will be responsible for helping the new Cub Scout during the meeting. Emphasize that the
important factor is to “Do Your Best” and that the Cub Scout who is helping must be patient—not only
because of the special needs of their buddy but because the buddy is new to Cub Scouting.
• Example is a wonderful tool. Demonstrate personal discipline with respect, punctuality, accuracy,
conscientiousness, dignity, and dependability.
• Become involved with the Scout in your care. Let them know you care. A small word of praise or a
pat on the back for a job well done can mean a lot. Judge accomplishment by what the Scout can
do, not by what someone says they must do or by what you think they cannot do.
• Rewarding achievement will likely cause that behavior to be repeated. Focus rewards on proper
behavior and achievement.
• Do not let the Scout or parents use the disability as an excuse for not trying. Expect Scouts to give
their best effort.

◆◆ GIVING INSTRUCTION TO YOUTH WITH DISABILITIES

Accept the child, offering patience, understanding, and respect. Try not to overprotect or under-assist; rather,
encourage independence and self-advocacy. Self-advocacy—the process of knowing and being able to
communicate personal needs and abilities—is important for any youth to learn.
• Maintain eye contact during verbal instruction, except when the Scout’s culture finds this inappropriate.
• Make directions clear and concise. Be consistent with instructions.
• Help the Scout feel comfortable with seeking assistance.

UNDERSTANDING CUB SCOUT–AGE CHILDREN 27

 • If there is a learning disability:
— Simplify complex directions. Give one or two steps at a time.
— Make sure the Scout comprehends the instructions before beginning the task.
— Repeat instructions in a calm, positive manner, if needed.

◆◆ ADVANCEMENT GUIDELINES FOR CUB SCOUTS WITH SPECIAL NEEDS

OR DISABILITIES
The current edition of the Guide to Advancement is the official source for administering advancement
in all Boy Scouts of America programs. Section 10 deals with advancement for members with special
needs. Topic 10.2.1.0 addresses issues specific to Cub Scouting.
Advancement is so flexible that, with guidance, most Cub Scouts with disabilities can complete require-
ments. The standard is, “Have they done their best?” It may take them longer to attempt requirements
and demonstrate this, but the accomplishments will be rewarding to the Cub Scouts, their parents, and
their leaders.

Include parents to help determine what “best” means for each child. Develop the potential of each Cub
Scout to the fullest of their ability through the advancement program. Adaptations are permitted in teaching
the skills or activities for the advancement requirements.

There could be times, however, when a Cub Scout’s “best” isn’t enough even to get a start. For example,
a Cub Scout in a wheelchair cannot pass requirements calling for walking or running. In these cases,
Cubmasters and pack committees may jointly determine appropriate substitutions that are consistent with
Cub Scouts showing they can “do their best.” For example, elective requirements could take the place of
those required. Or in consultation with a parent or guardian, other minor adjustments representing similar
challenges could be made.

HELPFUL HINTS FOR DEN LEADERS

Prepare yourself to “do your best” as a den leader by focusing on the leader materials and training you
should have to best serve your Cub Scouts.

The following are some hints that will help you better plan and execute your den meetings.

PLANNING YOUR MEETINGS IN ADVANCE

Plan your meetings ahead of time with emphasis on the flow of activities. Pay special attention to the
“Notes to Den Leader” section at the start of the adventure as well as the “After the Meeting” sections of
den meeting plans for preparation and materials needed for the next meeting. You will want to alternate
between quiet and more vigorous activities; the den meeting plans are designed with this approach in
mind. Be sure you have an active game or other activity to help keep the meetings fun and exciting. In
addition to the Gathering activity, there are additional games in the appendix to this guide that will help
you keep everyone on track and having fun. Dens that incorporate regular physical activity and other
healthy practices into their meetings can earn the SCOUTStrong Healthy Unit Award. Encourage your
Scouts to participate in physical activity at the den meeting and help them earn this award (more infor-
mation can be found in the appendix). Plan on investing 45–60 minutes to read through the den meeting
plans and prepare for the den meeting. The time invested in planning and preparing will ensure that your
meeting runs well and is fun for the Scouts.

28 BEAR
DEN RULES AND CODE OF CONDUCT
At the beginning of the year, establish the rules that the den will follow and the consequences for breaking
those rules. The Cub Scouts in your den should participate in the decision-making process. By helping
decide what can and can’t happen in the den, Cub Scouts will feel a sense of responsibility toward how
the den is run. They will feel that the den is “theirs.” Have them design and then sign a poster on which
the code of conduct is written and display it at your meeting place. You can find this poster along with
posters of the Scout Oath and Scout Law at www.scoutshop.org.

DUTY TO GOD ADVENTURES

The BSA maintains that no member can grow into the best kind of citizen
General Church of the New Episcopal Presbyterian Church (U.S.A.) Protestant/United Church of Christ/Community Churches Anglican Catholic Church

without recognizing an obligation to God; the BSA supports all faiths and
Jerusalem Ad te Domine Servus Dei The Order of

Duty to
God and Me God and Family God and Church God and Life Saint George God and Me God and Family God and Me God and Family God and Church God and Life God and Service
Open Word St. Michael

faith practices equally, whether the youth and their family are members of God and Church God and Life God and Service

GOD
Roman Catholic/Eastern Catholic

an organized religious body or not. All Scouts show this by being faithful in
Hindu Armenian Church of America
Dharma Karma Light of Christ Parvuli Dei Ad Altare Dei Light is Life Pope Pius XII Saint George (Eastern Diocese)
Jewish St. Gregory Ararat
Maccabee Aleph Ner Tamid Etz Chaim Shofar

their duty to God as their family practices their faith and by understanding
Religious Society of Friends
(Quakers)
That of God Spirit of Truth Friends

Islamic

the 12th point of the Scout Law: “Reverent.”

Bismillah In the Name Allaho Akber Salvation Army
of God God and Me Silver Crest God and Family God and Church God and Life Scouter's Award Armenian Apostolic
Church of America
Saint Mesrob
Lutheran
God and Me God and Family God and Church God and Life Lamb Unitarian Universalist
Religion Religion Living Your Service

The duty to God adventures in the Cub Scout rank requirements encourage
and Me and Family Religion Chalice
Jain
Live Help Live Help
Live—Stage I Live—Stage II Sikh Loving
Nirbhau Nirvair Gyan Kharg Khalsa Sewadar Servant
Buddhist

Cub Scouts to work with their families to develop an awareness of their own
Metta Sangha Bodhi

Live Help III Live—Stage Moravian Nazarene Unity Churches

Live—Stage Live Help IV
God and Country The Order of God and God and God and God and God and God in Me Light of Fillmore Distinguished

personal beliefs in relation to their duty to God. These adventures are primarily
David Zeisberger Me Family Church Life Service God Youth Youth Service
United Methodist
God and Me God and Family God and Church God and Life God and Service
Baha’i
Unity of Unity of Unity of Unity of

home-based adventures. As the den leader, you should let parents know they
Live and Help Live and Help Live—Silver-
Live—Gold Live and Help Live—White Mankind Mankind Mankind Mankind

Zoroastrian

need to help their Cub Scout complete the duty to God adventure. Parents
Good Life
Polish National Presbyterian Church in America
Meher Baba Catholic Church
Love for God Compassionate God and Bishop Thaddeus God and God and God and United Pentecostal Church International
Father
Love of God and God and Eastern Orthodox
God Country F. Zielinski Me Family Church Life Service God and Me God and Family God and Church God and Life God and Service
Saint George Alpha Chi Rho Prophet

or guardians should let the den leader know when the duty to God adventure
Omega Elias

SKU 512879

requirements have been satisfied. If all members of your den share the same
512-879 2014 Second Printing

faith, you may choose to incorporate the duty to God adventures into your
512-879a(14).indd 3-2

annual den meeting plans, working with the families in the den to achieve these adventures.

The religious emblems program is mentioned in each rank’s duty to God adventures. The emblem for a faith
can be earned by the Scout by completing the specific program requirements. You may also want to check
with your Cubmaster or the pack committee chair for the program materials if you are chartered by a faith-
based organization.

Additional information for taking part in the religious emblems program is available at www.scouting.org/
awards/religious-awards or www.praypub.org; your religious education leaders may also have information
on these recognitions.

CEREMONIES
Ceremonies are important for marking the beginning and end of each meeting. They are also a time for
reinforcing the aims and purposes of Scouting, marking important events, and bringing the families in your
den together. As Cub Scouts finish adventures toward their badges, simple ceremonies during the den
meeting will serve to congratulate them on their accomplishments. You will find suggested ceremonies in the
appendix of this guide or in the resource Ceremonies for Dens and Packs available at your local Scout shop.
Some packs maintain a library of resources; check with your Cubmaster to see if these materials are available
within your pack.

Den ceremonies should be short—no longer than two or three minutes—and varied. The same opening
and closing each week will become boring. Occasionally, the Cub Scouts should have a chance to help
plan and lead den ceremonies. Here are some types of den ceremonies to consider using in your den
meetings:
• An opening ceremony, often a flag ceremony, signals the beginning of the den meeting.
• A progress toward ranks ceremony can acknowledge a Cub Scout’s progress toward rank advancement.
• A denner installation ceremony recognizes a youth leader and the importance of this position in Cub
Scout and Webelos dens.

HELPFUL HINTS FOR DEN LEADERS 29

 • Special recognition ceremonies can mark special events such as birthdays and holidays.
• Closing ceremonies can emphasize Cub Scouting’s ideals and bring a quiet, inspirational end to the
den meeting.

IMMEDIATE RECOGNITION
A den doodle is an object for the Cub Scouts in your den to use to show off their accomplishments and
achievements. In the appendix of this guide, there are ideas for den doodles. Your den members can
design and create their own den doodle as a den meeting activity at the start of the year. Use the den
doodle to keep a visual reminder of activities the den has completed and shared.
Adventure loops can also be awarded at the den level or at the pack level. Awarding an adventure loop
at the pack level lets all the pack know of the Scout’s achievement during an advancement ceremony.
Check with your Cubmaster and pack leadership for the practices your pack follows. No Cub Scout
should be required to wait more than two weeks to receive an award.

MISSED MEETINGS
Circumstances occur when Cub Scouts may miss one or more of the den meetings you’ve planned.
Transportation issues, illness, or sports and school activities may require Scouts to miss meetings. Do your
best to communicate the requirements or activities that were missed to their parents or guardians. Determine
if you have program materials you can share, such as activity items or notes on the outing, that a family can
use to achieve what was missed. Sharing the content of this book can be a great help as well. It is not the
expectation that you alone need to help them make up the missed work. It is a combined effort between you
as the den leader, the Cub Scout, and the Cub Scout’s family. The Cubmaster is a good resource as well for
you to consult if Scouts consistently miss meetings.

SNACKS/TREATS
Healthy snacks and water at meetings help set an example of healthy eating habits. If a snack is served
during meetings, have fruits or vegetables and save the treats for a special occasion. Offering fruits or
vegetables can also help you avoid concerns with common food allergies; however, it’s best to discuss
allergies with families before the first meeting. You can motivate Cub Scouts to try healthy foods by
working toward the SCOUTStrong Healthy Unit Award as a den, which requires fruits and/or vegetables
as snacks during meetings. Learn tips to get started and more about this award on in the appendix under
“Awards Cub Scouts Can Earn.”

30 BEAR
DEN SCRAPBOOK
A great idea for the families in your den is to create a scrapbook early in the program year. Fill the scrapbook
with sample artwork that the Cub Scouts create as den activities, stories about their adventures, and
pictures taken of Scouts with their completed projects. Whether electronic or paper, the den scrapbook
will become a treasured memento.

TRACKING THE ADVENTURE

It is important to keep track of what has been accomplished by the Scouts as they advance through the
adventures and meet the requirements for each rank. Families will keep track of adventure requirements
completed at home in each Scout’s handbook. Coach parents in the value of recording accomplishments
regularly in their child’s handbook.
For ease in keeping track of advancement requirements, advancement posters are available at your local
Scout shop (Lion, Tiger, Wolf, Bear, and Webelos). On a regular basis, transfer requirements completed
at home to this form. Keeping track of completed requirements in a single place will also help you share
accomplishments with your pack’s advancement coordinator, who will order awards each month. The
awards will be presented monthly at the pack meeting.

SUCCESS
Leadership is learned and developed. You can become an effective den leader if you complete basic
training, plan interesting den meetings, and take the time to understand the children and families in your
den. Become familiar with the Cub Scout handbook, and provide opportunities for advancement. One of
your best resources is your district’s monthly Cub Scout leader roundtable, where you can exchange ideas
with other den leaders. Remember to be flexible in your planning. Have fun in the program. Be thankful for
the opportunity you have to work with the youth in your community and influence their lives. There is great
satisfaction in helping children learn good values and worthy skills along their way to becoming adults.

HELPFUL HINTS FOR DEN LEADERS 31

REQUIRED ADVENTURES 33
 BAloo ThE BUIlDER
RATIONALE FOR ADVENTURE
Learning to work with wood to create fun and useful items is a good skill for anyone to have. This adventure
will expose the Bear Scout to the safe and proper use of hand tools, how to determine the correct type of
wood for a project, and how to construct an item. The adventure also offers a good opportunity to bring
parents of the Scouts or other adults with woodworking skills into the den setting, asking them to help with
some of the technical aspects.

TAKEAWAYS FOR CUB SCOUTS

• Working with wood to create a project
• Understanding basic tools and tool safety
• Learning some basics about project planning (selecting a project, evaluating what is needed,
choosing the proper type of wood, etc.)
• Using math skills while measuring
• Showing creativity and artistic skills with the final project
RACTE
HA

• A Scout is trustworthy, helpful.

C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 28

Complete all of the following requirements.
1. Discover which hand tools are the best ones to have in your toolbox. Learn the rules for using these
tools safely. Practice with at least four of these tools before beginning a project.
2. Select, plan, and define the materials for the project you will complete in requirement 3.
3. Assemble your materials, and build one useful project and one fun project using wood.
4. Apply a finish to one of your projects.

NOTES TO DEN LEADER

The woodcraft projects in this section are suitable for Cub Scouts and leaders who have had little
experience working with wood. Check with your Cubmaster to see if some family members in the pack
have woodworking skills and could help your den complete the adventure. Using the Family Talent
Survey is a good way to identify parents or other adults who can assist with special projects. Also, you
can contact a hardware store, home improvement store, local carpenters, etc., for more tips, tricks,
and information regarding wood tools and their uses.
Remember that Cub Scouts are not allowed to use power tools. Refer to the Guide to Safe
Scouting for safety.
Prior to Meeting 1, if desired, invite a local carpenter, woodworker, etc., to assist with the den meeting.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

BAloo ThE BUIlDER 35

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Samples of the hand tools referenced in the Bear Handbook.
• Scrap pieces of wood for practice in learning about tools and tool safety. Consider recycling centers,
home building sites, and wood pallet companies as sources for wood.
• Sample pieces of wood showing the different characteristics of wood types. Pictures can be used if
samples cannot be obtained.
• Sample wood project plans for review during the planning process. The local library or the internet
are both good resources for locating project plans.
• Make sure that all Bears have appropriate safety equipment.
• Have a thank-you note for any special guest.

GATHERING
Play the game Akela Says, which is similar to Simon Says with “Akela” swapped for “Simon.” Your den
chief or a Scout parent may be Akela. Akela will give instructions to the other players, such as “Jump on
one foot,” or “Akela says, ‘Touch your knees.’” The instructions should be followed only if they begin
with the phrase “Akela says.”

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Do a den roll call. Have Bears answer by naming which tool they would be if that were possible.

TALK TIME (REQUIREMENT 2)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Demonstrate each of the tools from the Bear Handbook, and review the safety notes for each tool.
(Requirement 1)
• Review the steps of planning a project and selecting wood. (Requirement 2)

ACTIVITIES
◆ Activity 1: Tool Practice (Requirement 1)
With appropriate adult supervision, have Bears practice using at least four of the tools demonstrated.

CLOSING
Share an Akela’s Minute. Reflect upon the connections to points of the Scout Law, such as trustworthy,
helpful, obedient, thrifty, and clean.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1 and 2.
• Make certain the area you have worked in is clean and all tools are cleaned and stored properly.
• If a guest has helped with the meeting, have the Scouts sign and present a thank-you note to that person.

36 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Two paper plates per Scout and a stapler for the Gathering activity
• As an option, Bears may choose to build one of the projects at home between Meeting 2 and
Meeting 3. The final wood finish for at least one project will be done at Meeting 3.
• Decide with the parents if the normal den location is suitable for the building projects. Alternative
locations could be a cabinet shop, a trade school that teaches woodworking, a garage, or a home
hobby shop.
• It would be helpful if each Scout has a parent or guardian for a one-to-one ratio. If adults are not
available, contact a local troop to request assistance.
• Bear Scouts may want to wear appropriate work clothing instead of their uniforms.
• Make certain there are enough tools on hand and that each Scout has the materials to begin their
project. It will be up to your den whether each Scout brings their own tools and materials or if the den
will help with the supplies.
• Make sure that all Bears have appropriate safety equipment.

GATHERING
An activity may not be needed, depending upon the location of the meeting. If a Gathering activity is
needed, Scouts can build a “Flying Saucer.”

Materials

• Two paper plates per Scout

• One stapler
Each Scout staples their two paper plates together, top to top, and then throws the “saucer” like a discus.
The farthest throw wins. You may try alternative ideas after the first round such as throwing the discus
with eyes closed, throwing it while standing on one foot, throwing it at a target on the ground, etc.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have the den chief (or denner) call roll. Have each member of the den come forward and receive
the Cub Scout handshake.

TALK TIME
• Carry out business items for the den.
• Quickly review the tool safety rules. This can be done by simply discussing the information from
the previous meeting. In addition, the den chief or a parent may demonstrate the wrong way to use
a series of tools, and, with each tool, the Scouts can take turns showing them the correct way.

ACTIVITIES
◆ Activity 1: Building a Project (Requirement 3)
• Build the selected project using the information learned at the previous meeting. Keep an eye out for
any change in plan that may become necessary as the projects get underway. If this happens, use
the opportunity for a teaching point, referring back to the planning process that was introduced in the
previous meeting.

BAloo ThE BUIlDER 37

 • If Bears complete the first project with enough time remaining to begin the second, help them get
started. Projects should be completed at home before Meeting 3, if possible, to allow time for
finishing and staining or painting.

CLOSING
• Gather the den in a circle. Have Bears give the Cub Scout salute and repeat the Scout Law.
• Thank all who helped with the projects.

Do-at-Home Project Reminder:

If necessary, Bears should complete the building of their projects for requirement 3 at home.
They will bring at least one of the projects to Meeting 3 to apply finish.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 3.
• Make certain the area you have worked in is clean and all tools are cleaned and stored properly.
• Remind the Scouts that at the next meeting they will be painting or staining their wood projects, so
they should be sure to wear older clothes and shoes that can get paint or stain on them. A note to the
parents would also be helpful, explaining what the next meeting will consist of.

MEETING 3 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Paint (several colors) or stain as desired to finish one or both of the projects. Water-based paints will
make cleanup easier. Check with your local home improvement stores for cans of paint that have
been returned as mistakes. The cost for those is usually less. Also, you can request small sample
cans of paint, which are inexpensive.
• Sealant (this can be from spray cans or brushed on)
• Old rags to apply the paint or stain
• Paint brushes to apply the paint, stain, or sealant
• Disposable breathing masks
• Disposable gloves to keep hands from becoming stained. Note: First, find out if any of the den
members have latex allergies; if so, they will need nonlatex gloves.
• A few days beforehand, remind the Scouts to wear old clothes at the meeting because the products
they will use can stain and ruin clothing. A reminder to the parents would also be helpful.
• Remember that this activity will require drying time. If Bears choose to finish both projects—only one
finish is needed to complete requirement 4—they can move on to the second project while the first is
drying. Have some simple games available (e.g., checkers, tic-tac-toe, rope for tying knots) to keep
Bears occupied during this time.

SAFETY NOTE: Read all directions for the paint, stain, and sealant to determine proper
ventilation for the work area and proper disposal of the brushes or rags. Make sure Scouts
wear the breathing masks while they work.

38 BEAR
GATHERING
Play Red Light, Green Light. First, select the den chief or a parent as the leader. The Scouts then line up
side by side, and when the leader calls “green light,” they move forward as quickly as they can until they
hear “red light.” Any player who continues to move after “red light” is called must return to the starting
line and begin again. The first person to reach the leader wins and becomes the new leader. Continue
until all the Scouts have arrived and everyone has had a chance to play the game.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1 (Requirement 4)
• Arrange three types of finish on a table, so each Scout can choose the one they want to use. Make
sure everyone is wearing old clothes, disposable gloves (nonlatex for those with latex allergies), and
breathing masks.
• Natural wood finish: Wipe down the project with a rag to remove any dirt or sawdust that may be
present. Then apply sealant directly to the wood. This will preserve the wood while allowing the
characteristics of the wood grain to show through.
• Painted finish: The Scout wipes down the project, then applies the desired paint scheme. After that
coat is dry, decide if a second coat is desired. If there are drips or runs, a light sanding may be
needed in those areas; then wipe down again and paint once more. When that dries, apply sealant to
protect the painted finish.
• Stained finish: If a project has a nice wood grain pattern—and paint would only cover up the beauty
of the grain—then staining is a good option. The stain may be applied with a rag or a brush. Apply it
to small areas, then wipe off with another rag. Continue until the project is finished. If the Scout wants
the project to be a darker color, they can apply a second coat of stain, but this isn’t usually necessary.
Once the stain has completely dried, apply sealant to protect the finish.

CLOSING
Encourage the Scouts to bring their completed projects to the next pack meeting for display.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 4.
• Work together to clean up the meeting place.

Upon completion of the Baloo the Builder adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by present-
ing the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

BAloo ThE BUIlDER 39

 NOTES

40 BEAR
 BEAR ClAWS

RATIONALE FOR ADVENTURE

Most Cub Scouts are very excited about the opportunity to own and carry a pocketknife. In some families a
pocketknife may be a common tool to carry. In other cases this might be the first time the Cub Scouts and
their families are learning about knife safety. It is important that each Scout understands a pocketknife is a
tool and not a toy, and how to responsibly handle and use the pocketknife when they are around others.

TAKEAWAYS FOR CUB SCOUTS

• Understanding that carrying and using a pocketknife at approved Scouting activities is an honor to be
given to those Scouts who demonstrate they are mature enough to live up to the responsibility that
goes along with this tool
• Learning the different types of pocketknives and the appropriate times to use them
• Learning and following safety rules
RACTE
HA

• A Scout is trustworthy, obedient.

C

CO S

Bear Handbook, page 50

M PA S

ADVENTURE REQUIREMENTS
Complete the following requirements.
1. Learn about three common designs of pocketknives.
2. Learn knife safety and earn your Whittling Chip.*
3. Do one of the following:
A. Using a pocketknife, carve two items.
B. With a pocketknife, safely perform each of these tasks:
(1) Demonstrate how to cut a piece of rope, twine, or fishing line.
(2) Open a sealed box without damaging the contents.
(3) Open a can with the can opener tool on a pocketknife.
(4) Remove and replace the screws on an object with the screwdriver tool on a pocketknife.
(5) Open a letter.
*One of the items carved for Bear Claws requirement 3 may be used to fulfill Whittling Chip requirement 2.

NOTE TO DEN LEADER

Check to see if there are any restrictions about using a pocketknife at your meeting location. With help from
parents or other leaders in the pack, identify alternate meeting locations to meet these requirements. You
may also find a local troop that is able to assist you with meeting locations and obtaining meeting supplies.
If desired, it is an option to invite a knife collector to assist you with the presentation of the material for
Meeting 1. It might also be helpful to invite a few extra parents for the hands-on knife sharpening portion.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.
These den meeting plans, when followed, will complete the requirements for the Bear Claws adventure.
These plans allow for completing requirement 3A (carving two items). You may easily adjust the plans to
complete requirement 3B during Meeting 2. If Cub Scouts are working on requirement 3A, you may want
to plan on a third meeting to allow enough time for each den member to complete their carving at
the meetings.

BEAR ClAWS 41
 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• For each Cub Scout, a copy of the Knife Know-How Quiz and a pencil or pen (See Meeting 1 Resources.)
• Materials for Bag of Air Relay game (See Meeting 1 Resources.)
• One of each of the three knives from the Bear Handbook (Referencing the pictures in the handbook is
an option if actual knives are not available.)
• Whittling Chip cards
• Sharpening stones, and old rags for wiping down knife blades
• Pocketknife for sharpening in Activity 1
• First-aid kit

GATHERING
Have Scouts take the Knife Know-How Quiz (see Meeting 1 Resources). The answers are as follows: 1.
True; 2. False; 3. False; 4. True; 5. False; 6. False; 7. False; 8. False; 9. True. (Doing this activity before the
knife safety talk will serve as a benchmark for reflection on what was learned.) Cub Scouts are not
expected to know the answers in advance.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Then call the den roll by asking each Cub Scout to respond with one thing a pocketknife might be
used for.

TALK TIME (REQUIREMENT 1)

• Carry out business items for the den.
• Introduce the Bear Claws adventure to the den. Build interest by describing the goals of the
adventure and some of the activities that are planned.
• Present the three common pocketknives that are referenced in the Bear Handbook. (Requirement 1)
• Review the knife safety rules—be certain there is complete understanding about why each rule is in
place. This is also a good time to reinforce the two Scout Law points of being trustworthy and obedient.
• Discuss how well the Bears did on the Knife Know-How Quiz. Help them reflect on any new
information that was learned after reviewing the knife safety rules.

ACTIVITIES
◆ Activity 1: Knife Sharpening and Safety (Requirement 2)
• Following the knife safety rules, demonstrate the proper way to sharpen a knife.
• Have parents or other adults assist Scouts to ensure safety and comprehension.
• As an optional activity, Bears who have learned how to properly and safely sharpen a knife may use
their pocketknives to sharpen the pencils they used for the quiz.

42 BEAR
◆ Activity 2: Bag of Air Relay (Optional)
Needed: An even number of players (one player may go twice to even up the teams), enough small
paper bags for each player

Instructions: Place a stack of small paper bags at a goal line about 25 feet from each team. Each Cub
Scout in turn races to the stack, blows up a paper bag, bursts it with a hand, and races back to touch off
the next player.

An alternative could be to have the players walk backward on one of the trips either to the bag or back to the line.

CLOSING
• Explain that Bears will earn their Whittling Chip cards at Meeting 2.
• Have the group recite together the Pocketknife Pledge found in the Bear Claws adventure in
their handbooks.

AFTER THE MEETING

• Thank any guests who have assisted at the meeting.
• Serve refreshments, if desired.
• Record completion of requirement 1.
• Work together to clean up the meeting place.

POCKETKNIFE
PLEDGE
In return for the privilege of carrying
a pocketknife to designated Cub Scout
functions, I agree to the following:
1. I will treat my pocketknife with the
respect due a useful tool.
This certifies that 2. I will always close my pocketknife and
put it away when not in use.
3. I will not use my pocketknife when it
might injure someone near me.
has demonstrated knowledge of, 4. I promise never to throw my pocketknife
and skill in, the use of a personal for any reason.
pocketknife. By completing these 5. I will use my pocketknife in a safe
safety requirements and by promising to manner at all times.
abide by the Knives Are Not Toys guide-
lines and the Pocketknife Pledge, this
Cub Scout has earned the right to Signature
carry a pocketknife to designated
Cub Scout functions. SKU 646953

Den leader
7 30176 34866 7
34398 2018 Printing

BEAR ClAWS 43
 MEETING 1 RESoURCES

Knife Know-how Quiz

Circle the correct answer.

1. You should close the blade with

the palm of your hand. True False

2. A knife is just a toy. True False

3. It’s OK to keep your knife dirty

as a badge of honor. True False

4. A dull knife is more likely to

slip and cut you. True False

5. You should carry your open knife

in your pocket. True False

6. Carving your initials into a tree is OK. True False

7. Knives were invented 550 years ago. True False

8. I should use my knife to cut a metal pipe. True False

9. My friends and I should not sit near

each other when using our knives. True False

44 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials for Group Juggle activity during the gathering
• Bar of Ivory soap for each Bear’s first carving
• Small blocks of soft wood for the second carving
• Orangewood sticks and plastic knives with serrated edges for each member of the den
• Sample patterns (See Meeting 2 Resources and the Bear Handbook.)
• Wood Carving merit badge pamphlet
• Basic first-aid kit
• Whittling Chip cards (No. 34398, single; No. 34223, 8-sheet) to present to Scouts at the end of
this meeting
• Invite a local wood-carver to attend the den meeting to assist with the carving.
• If desired, invite a parent or grandparent to also assist.
• Prepare copies of the Whittling Chip certificate (No. 512-028WB) for Scouts who will fulfill the
requirements by the end of this meeting.

GATHERING
The Group Juggle game requires a large playing area and several beanbags or small stuffed animals that
can easily be thrown. (Provide at least one object for every two players.)

• Arrange den members in a circle. Have each Bear raise one hand to indicate they have not yet caught
a beanbag.
• The game leader begins by tossing a beanbag to one Scout, who then tosses to another Scout, who
then tosses to another Scout in the circle. After each player has caught the beanbag, their hand should
remain down to ensure everyone gets a turn.
• Players continue to toss the beanbag until each Bear has caught it. Then they return the beanbag to
the leader who started the tossing.

Second round:
• Try for speed, using the same order of tosses each time.

Third round:
• Add more bags to the game. Work up to as many bags as there are Bears in the circle. Have fun!

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME
• Carry out business items for the den.
• Do a quick review of the knife safety rules from the previous den meeting.
• Review the instructions for creating the soap carving. Point out that a Bear’s first carving should be a
very simple pattern. Explain that the carving will complete the requirements for earning the Whittling
Chip card.

BEAR ClAWS 45
 ACTIVITIES
◆ Activity 1: Carving (Requirements 2 and 3A)
NOTE: The members of your den may need to practice with an additional bar of soap prior to beginning
their project.
Work on the soap carving using the steps in the Bear Handbook and the detailed instructions in the
Meeting 2 Resources. If some of the Cub Scouts finish early, they may begin their second carving using
one of the small blocks of wood. Remind Scouts that they will need to finish their carving projects at
home or at the next meeting if not completed during this meeting.

CLOSING
• Present Whittling Chip cards to Bears who have completed the requirements.
• Offer a leader’s “thought of the day.” This can be any inspirational saying you choose.
• Have each Cub Scout hold up both hands and, as a group, count their fingers. Tell them if they
always follow the knife safety rules they have learned, they will always score a perfect set of 10!

Do-at-Home Project Reminder:

If needed, Bears should finish their two carving projects at home in order to complete
requirement 3.

AFTER THE MEETING

• Thank any guests and helpers who attended.
• Ask the Scouts to bring their completed carvings to the pack meeting for a display.
• Serve refreshments, if desired.
• Record completion of requirements 2 and 3A, if completed during the meeting.
• Work together to clean up the meeting place.

Upon completion of the Bear Claws adventure, your Bears will have earned the adventure
loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

46 BEAR
MEETING 2 RESoURCES
CARVING TIPS AND IDEAS
Patterns: A few simple patterns are shown below, and more can be found in the Bear Handbook.
Children’s coloring books provide another good source for patterns. It’s important to use simple line
drawings that can be easily transferred to the bar of soap.

Instructions for Learning to Carve Using Soap

1. The Tools. You will need the following: a large cake of white soap (the shape and texture of Ivory®
Soap is most commonly used), a paring knife, one or two orangewood “manicure” sticks, and a
pencil and tracing paper for sketching (or preprinted patterns).
2. Preparing the Soap. If possible, unwrap the soap and allow it to dry for a day or two before you start
carving. Cut away the raised edges, and scrape off the lettering. This will create a flat surface for
carving. Carving on a tray will keep the area clean and make it easy to collect the chips.
3. Your Idea. The subject is often suggested by the shape and quality of the soap. Don’t be too
ambitious at first. Choose a simple design with a solid, basic shape, without too many delicate
undercuts or projections.
4. From Idea to Soap. If you have a clear mental picture of your idea, you may carve directly in the
soap; or you may use the orangewood sticks to outline a rough sketch of the form you wish to carve
on all surfaces. A beginner may wish to sketch the idea first on tracing paper and then transfer it to
the soap.
5. First Rough Cuts. Regardless of the way you mark the rough outline on the surface of the soap, the
first carving step is to make the first rough cuts. This step removes the greater part of the soap that
will not be used to carve the design. Place the soap on a table or tray and, holding it with the left
hand, start cutting at the upper right-hand corner (reverse this instruction if you are left-handed).
Leave about a 1/4-inch margin outside the outline or penciled sketch. You should cut clear through
the cake, removing excess soap all the way around. After making these first cuts, you will probably
find it more comfortable to carve along your outline, using the knife as if peeling a potato. Again, the
cuts should be 1/8- to 1/4-inch away from guide lines to allow for finer work later. Caution: While
making rough cuts, you should cut away in small pieces or slices. Soap often breaks apart if cut in
big chunks, which could spoil the whole design. It’s best to cut too little rather than too much,
because you cannot put back a piece once it is removed.
6. Shaping the Model. Round out the design by cutting around the corners. As you work, keep turning
the soap, always keeping the shape of the piece in mind. You should watch the high points (those
that jut out farthest from the surface) and low points (those farthest in), carving gradually from the
high points toward the deepest cuts. It may help in some spots to use the tip of the knife. Keep
checking the whole form as you carve, and do not try to finish any one part in detail before you are
finished shaping the soap.
7. Polishing. Allow the soap to dry for a day or two. Then rub it with a soft paper napkin, being careful
not to break off corners or projections. Finally, rub it gently with your palm or fingertips.
8. Details. When the piece is about finished and all planes and forms are shaped, you can smooth
rough edges with the edge of the knife. Mark in details like eyes or ears, etc., with the knife tip or with
your orangewood stick.

BEAR ClAWS 47
 9. Soap Sample Designs. Here are some examples of what could be carved out of soap (a design may
need to be enlarged or made smaller depending on the soap size). Please remember that shapes with
feet are the ones most likely to break or crack; simple shapes like acorns are just as challenging but will
not crack as easily. If you choose a plain shape, you can work to put a lot of detail into your carving.

48 BEAR
 BEAR NECESSITIES

RATIONALE FOR ADVENTURE

This adventure will introduce new Scouts to basic outdoor skills while helping more experienced Scouts
improve and develop skills they learned in previous ranks.

TAKEAWAYS FOR CUB SCOUTS

• Reading weather instruments, including a basic understanding of barometers
• Tying two half hitches
• Improved camping skills (less dependent on parents/adult leaders)
• Cooking a simple meal
RACTE
HA

• A Scout is cheerful, clean.

C

CO S
M PA S

Bear Handbook, page 62

ADVENTURE REQUIREMENTS
Complete requirements 1–4. Requirements 5 and 6 are optional.

1. While working on your Bear badge, attend one of the following:

A. A daytime or overnight campout with your pack or family
B. An outdoor activity with your den or pack
C. Day camp
D. Resident camp
2. Make a list of items you should take along on the activity selected in requirement 1.
3. Make a list of equipment that the group should bring along in addition to each Scout’s personal gear
for the activity selected in requirement 1.
4. Help set up a tent. Determine a good spot for the tent, and explain to your den leader why you picked it.
5. Demonstrate how to tie two half hitches and explain what the hitch is used for.
6. Learn how to read a thermometer and a barometer. Keep track of the temperature and barometric
pressure readings and the actual weather at the same time every day for seven days.

BEAR NECESSITIES 49
 NOTES TO DEN LEADER
These den meeting plans, when followed, will meet the requirements for the Bear Necessities adventure.
The meeting plans allow for completing requirement 1A (participating in a pack overnighter). The den must
not go camping on their own. Only pack overnighters or council-organized family camps are approved
camping activities for Bear Scouts and their families.
Meeting 3 will take place at an outdoor camping location. In advance of the outing, the leader will need
to make arrangements with the outing location and confirm the outing plan with families, including
transportation and any additional items they need to bring. Make sure activity consent forms are
distributed, signed, and collected.
This adventure includes optional activities for cooking that are not requirements for this adventure. However,
these activities can count toward requirements in the Bear Picnic Basket adventure.
This adventure should help your Cub Scouts further their knowledge of camping and living in the outdoors.
Last year, when they were Wolf Scouts, you or another leader probably did most of the work. As the Scouts
get older, they should be taking on more of the responsibility for themselves. You may need to borrow
camping and cooking equipment from a neighboring troop or pack.
At least one adult leader who is attending the pack overnighter must have completed Basic Adult Leader
Outdoor Orientation (BALOO). It is encouraged, though not required, that someone in your den take the
training if the den will be attending a council-organized family camp. The course provides excellent
information about the proper methods for camping with Cub Scout–aged children and families.
Some chartered organizations do not allow camping as part of the Cub Scout program. Be sure to check
with your pack leadership and chartered organization before preparing to use these den meeting plans.

MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Several small tents—with poles, stakes, rain flies, and ground cloths
• Menu items for optional activity (remember to keep things simple!)
• Homemade barometer parts

GATHERING
◆ Explore a Tent
• Have a tent set up in advance so the Scouts can see what it’s supposed to look like: ground cloth laid,
stakes properly in the ground, lines all taut, rain fly not touching the tent and placed on level ground.
• Have them look around the meeting area so they can decide where to set up a tent for an
overnight campout.
NOTE TO DEN LEADER
You will need to review proper tent location, etc., during Activity 1. The Resource section of this
meeting has information to assist you.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Recite the Outdoor Code as a den or use the Outdoor Code opening from the appendix.

50 BEAR
TALK TIME
• Introduce the Bear Necessities adventure to the den. Build interest by describing the goals of the
adventure and some of the activities that are planned.
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts

ACTIVITIES
◆ Activity 1: Set Up Tents (Requirement 4)
Assemble a tent with the help of all the Scouts. This can be done indoors if necessary for your meeting,
but it would be better outside. Show them how to use a ground cloth properly. Demonstrate how the
poles are assembled and attached to the tent. Show how to put the stakes in the ground and how to
assemble and attach the rain fly.

NOTE TO DEN LEADER

While most tents are put together in a similar fashion, each one is a bit different. Be sure you practice
before the meeting so you know how it’s done.
A ground cloth is a piece of plastic or a tarp and should not be larger than the tent. It is placed on the
ground first and the tent sits on top of it. It should not stick out from underneath the tent as this will
cause rain to collect between the tent and ground cloth.

Once the Scouts see how it all comes together, have two of them take down the tent, fold it up, and then
assemble it again. Switch to a new team and continue until all of them have had a chance to assemble
and take down a tent (it will be helpful to have more than one tent for this exercise). Remind them that a
Scout is helpful, and they can take part in setting up and breaking down campsites now that they are
older Cub Scouts.

Now proceed to the locations they chose for setting up a tent, and discuss campsite consideration
based on what they selected (see Meeting 1 Resources for more information). It would be good to
reinforce this discussion during the next campout, when you can point out some “unhelpful” elements
at the site (rocks, drains, winds, etc.). If you are meeting indoors, you can use index cards to label mock
elements around your meeting room for Scouts to consider.

◆ Activity 2: Meal Planning (Optional)

The goal is to cook a SIMPLE meal with good, balanced food choices that will involve minimal cleanup.
Items like packaged mac and cheese, beef stew, or other simple heat-and-eat choices will be fine. Be sure
to plan a balanced meal by including fruits and vegetables and a healthy drink to round out the menu.

• Decide which meal the den will cook—lunch or dinner.

• Be aware of any allergies in your group and adjust accordingly.
• With the den, decide who will buy and transport the food. Will you do it as a group? Will every Scout
bring part of the meal?

◆ Activity 3: Barometer Activity (Requirement 6)

• Distribute the homemade barometer parts. Show the Scouts how to assemble them as described in
the Meeting 1 Resources.
• Then show Scouts how to take a barometer reading. Have them mark the current pressure level on
the cardboard. Be prepared with the exact current barometric pressure from a newspaper or online
source to give Scouts a starting point for their scale.
You can find the current barometric pressure reading in your area by visiting
www.noaa.gov/. Enter your location under the forecast search,
and it will provide the barometric pressure.

BEAR NECESSITIES 51
 • Have Scouts place the barometers on a level surface indoors when they bring them home. Tell them to
read their barometers each day, mark the current level on the cardboard, and record the reading on the
chart in their handbooks; the point is to observe whether the barometric pressure is going up or down.
• They should also record the temperature—either from their own thermometers or by watching a TV
weather report. If the weather report includes a barometric pressure reading, they should continue to
record that as well and compare the exact readings to the movement of the straw.

CLOSING
• Den Leader’s Minute: Give a quick reflection on what it means to you as an adult to camp in the
outdoors. Ask each Scout, in turn, to say what it means to them.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 6.
• Work together to clean up the meeting place.

MEETING 1 RESoURCES
CAMPSITE CONSIDERATIONS
Cub Scout camping will take place in sites approved by the local council (council camps, local parks,
campgrounds). However, there are still several considerations to keep in mind when laying out your
campsite for a pack event.

• Location. A campsite facing the south or southeast will get more sunlight and generally will be drier
than one on the north side of a hill or in the shade of mountains or cliffs. Cold, damp air tends to settle,
causing the bottoms of valleys to be more cool and moist than locations a little higher. On the other
hand, hilltops and sharp ridges can be very windy and should be avoided in lightning-prone areas.
• Size and shape. A good campsite has plenty of space for your tents and enough room to conduct your
activities. It should be usable as it is, so you won’t need to do any digging or major rock removal to
shape the area. The less rearranging you do, the easier it will be to follow Leave No Trace principles and
leave the site exactly as you found it.
• Protection. Consider the direction of the wind and the direction from which a storm will approach. Is
your campsite in the open or is it protected by a hill or a stand of trees? Is there a solitary tree nearby
that may attract lightning? Don’t camp under dead trees or trees with dead branches that may come
down in a storm or light wind. The best campsites are found near small, forested ridges and hills.
• Insects and animals. All creatures have their favorite habitats. The best way to avoid mosquitoes
and biting flies is to camp away from marshes, bogs, and pools of stagnant water. Breezes discour-
age insects, so you might look for an elevated, open campsite. Don’t forget to check around for
beehives, hornet nests, and ant mounds; their inhabitants usually won’t bother you as long as you
leave them alone, but give them plenty of room. The same goes for most animals.
• Ground cover. Any vegetation covering a campsite will receive a lot of wear and tear. Tents will smother
it, sleepers will pack it down, and walkers will bruise it with the soles of their shoes. Some ground cover
is tough enough to absorb the abuse, but much of it is not. Whenever you can, make your camp on
naturally bare earth, sand, graveled soil, or ground covered with pine needles or leaves.
• Drainage. While a campsite should be relatively flat, it should slope enough to allow rainwater to run
off. However, you don’t want to be in the path of natural drainage. Check uphill from where you plan
to set up your tent to make sure water won’t run through the site. Never camp in a stream bed!
Also, you want to avoid depressions in the ground, as even shallow ones can collect water in a storm.
• Privacy. One of the pleasures of camping is getting away from crowds and the fast pace of city life.
Make camp in places that are far enough away from trails and other campsites. That way you can
enjoy peace and privacy while respecting the privacy of other campers.

52 BEAR
• Beauty. The beauty of a campsite often is what attracts visitors to it. Being able to look out from a
tent and see towering mountains, glistening lakes, or miles of canyon land or rolling prairie is part of
what camping is all about. Find a campsite that gives you spectacular scenery, but camp there only if
the site is appropriate for every other reason, too.
• Outdoor ethics. Be gentle on Mother Nature. You can do a lot to protect and preserve the wilderness
by leaving no trace of your visit, no marks along the trail, and a tidy campsite—cleaner than you found
it. Don’t harm plants, animals, or insects. Take nothing but pictures, leave nothing but footprints, and kill
nothing but time. That philosophy fits as well in a county park as it does anywhere else.

Activity 3: Barometer
◆ Using Atmospheric Pressure to Forecast the Weather
A shift in atmospheric pressure is one of the most common predictors of weather changes. Weather
maps show high and low pressure systems as well as lines of equal pressure called isobars.

Atmospheric pressure that rises slowly over one or two weeks typically indicates settled weather
that will last a long time. A sudden drop in atmospheric pressure over a few hours often forecasts an
approaching storm, which will not last long, with heavy rain and strong winds.

You can forecast local weather using a barometer and these simple guidelines:

• Decreasing barometric pressure indicates storms, rain, and windy weather.

• Rising barometric pressure indicates dry and colder weather.
• Slow, regular, and moderate drops in pressure suggest a low pressure system is passing in a nearby
region. Significant changes are unlikely in the weather where you are located.
• Small, rapid decreases in pressure indicate a nearby change in weather. This is usually followed by
brief spells of wind and showers.
• A quick drop in pressure over a short time indicates a storm is likely in five to six hours.
• Large, slow, and sustained decreases in pressure forecast a long period of severe weather, which will
be more pronounced if the pressure starts rising before it begins to drop.
• A rapid rise in pressure during fair weather indicates a low pressure cell is approaching. The pressure
will soon drop, signaling the severe weather to come.
• Quickly rising pressure, when the pressure has been low, suggests a short period of fair weather is likely.
• A large, slow, and sustained rise in pressure forecasts a longer period of fair weather is on its way.
Barometers are widely used and generally quite reliable at forecasting the weather. There are many types
of barometers for sale at a wide range of prices, but a fun project for Scouts is to make barometers of
their own from simple household items.

◆ Coffee Can Barometer

Materials:

• Balloon (Note: Before using balloons,

check to see if anyone in the den is
allergic to latex.)
• Clean, empty metal can
• Rubber band
• Straw
• Tape or craft glue
• Toothpick or straight pin
• Cardboard

BEAR NECESSITIES 53
 Instructions:
1. Cut the balloon in half. Throw away the half with the hole; you will only need the rounded half.
2. Stretch the balloon piece across the open top of the can.
3. Secure the balloon to the coffee can with the rubber band. Make sure it is stretched tightly across
and that no air can leak out. (This would prevent the barometer from working properly.)
4. Set one end of the straw at the center of the balloon cover and lay it across the edge of the can. Glue
it in place. (Do not use hot glue, which would melt the balloon.)
5. Glue the pin to the loose end of the straw. The pin will indicate the pressure measurements.
6. Stand the cardboard vertically next to the pin or tape it to a wall.
7. Check the internet or news reports to find the barometric pressure in inches for the day, and make a
precise mark on the cardboard at the level of the pin to indicate the pressure.
8. Check and record the pressure each day to begin creating a scale.

◆ Bottle Barometer
Materials:
• Clear glass bottle with a long neck
• Water
• Food coloring
• Clear straw or narrow tube
• Rubber stopper or cork for the bottle
• Cardboard or paper
Instructions:
1. Fill the bottle just over half full with water. Add a few drops of food coloring
to the water.
2. Bore a hole through the cork or rubber stopper, so the straw will fit through it and still be snug.
3. Fit the stopper with the straw into the bottle neck to seal it. The straw should be in the water and
extend above the top of the bottle.
4. Gently blow bubbles using the straw to make water rise through it above the stopper.
5. Follow directions 6 through 8 from the coffee can barometer to create a measuring scale. The water
in the straw will rise if the air pressure is low. The water will go down if the air pressure is high.

54 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Gear lists—personal and group (See Meeting 2 Resources.)
• Personal gear list items
• Some group gear list items
• Flying disc or ball for “500” game
• Instructions for “The List Game” (See Meeting 2 Resources.)
• Items for preparing food
• Small tents

GATHERING
Game: Going the Distance (See Meeting 2 Resources.)

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Recite the Outdoor Code.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.

ACTIVITIES
◆ Activity 1: Check Weather Logs (Requirement 6)
Are the barometers working? Did you forecast any interesting weather, such as a rain storm, while
recording the measurements? What happened to your readings when the weather changed?

◆ Activity 2: Gear (Requirements 2 and 3)

• Discuss with the Scouts what gear they should bring on the campout for their own personal care and
comfort, based on where and when you are camping. Steer them toward items like tents, sleeping
bags, ground cloths, pillows, sleeping pads or mattresses, warm clothes, raincoats, eating utensils,
hats or caps, toothpaste and toothbrushes, etc. (See Meeting 2 Resources.) Ask them which items
they think are the most important, going around the group and letting each one choose something.
Have each Scout say why he picked that item (i.e., a sleeping bag to stay warm at night, to sleep
well, and to be ready for the next day). Continue until all the items have been discussed. Talk about
the importance of each item on the list, not just the first two or three that were picked. Don’t forget
the Cub Scout Six Essentials!
• Play the “500” game (see Meeting 2 Resources).
• Make a Group Gear List (see Meeting 2 Resources).
— Have the Scouts make their own lists of other gear the group will need to bring, such as a cooking
stove, a cooler to keep the food cold, a group first-aid kit, cooking utensils, fire starters, and rope.
— Once they have done this, play ”The List Game” with the lists (see Meeting 2 Resources) and
see who has the most items left when they’re finished. The object of this activity is to get them
thinking about the needs of the group, not to come up with an exhaustive list.

BEAR NECESSITIES 55
 ◆ Activity 3: Menu Review (Optional)
Review the menu choices that were made last time. Do you need to prepare any food before the trip?
Have all Scouts made plans to bring their required food items?

CLOSING
• Sing Cub Scout Vespers (see Meeting 2 Resources).
• Review details for the upcoming outing in Meeting 3. Make sure all Scouts and their families
know the plans.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 2 and 3.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Scouts to sign at the next meeting.

MEETING 2 RESoURCES
GATHERING
◆ Game: Going the Distance
Materials:
• Several paper bags, buckets, or small boxes
• Items to throw (small beanbags, wrapped candy, small plastic balls, etc.). Be sure to have twice the
number of items as paper bags or buckets, so two Cub Scouts can play at a time.
Instructions:
1. Put the containers at separate places along a straight line. Assign points to each place (i.e., two
points to the closest, five points to the next, 10 points to the next, etc.).
2. Have the members of your den line up. One or two at a time, they will toss their items into the
containers to score points. They must keep track of their total points using the honor system.
A Scout is trustworthy.
3. You can make this game more challenging by moving some of the containers far away. Or, have the
Cub Scouts toss the items with their backs to the targets.

56 BEAR
◆ Activity 3: Gear

PACK CAMPING GEAR

In addition to individual equipment, the equipment listed below should be available for group use.

Required Items Spare Items

o First-aid kit o Tent stakes
o Food o Fuel canisters (Liquid fuels are
o Cooking utensils as needed by menu, or cook kit not allowed.)
o Stove and fuel, or firewood, charcoal, and o Ground cloth or tarp
cooking grate o Insect repellent
o Matches, fire starters, charcoal chimney-style lighters o Eating utensils
o Aluminum foil o Blanket
o Biodegradable soap
Optional Items
o Sanitizing agent (liquid bleach)
o Dutch oven
o Plastic scouring pads, dish mop, wash tubs
o Marshmallows, popcorn, etc.
o 100 feet of quarter-inch rope
o Cooking fly or tarp
o Water containers
o Musical instruments
o Trash bags
o Lawn chairs, camp stools
o Paper towels
o U.S. flag, pack flag
o Repair kit (rubber bands, safety pins, sewing gear) Personal Gear List
o Toilet paper Cub Scout Six Essentials:
o Shovel First-aid kit Flashlight
o Cooler Filled water bottle Trail food
o Activity gear (game materials, craft supplies, etc.) Sun protection Whistle
o Roll of duct tape

And to sleep overnight, we’ll need:

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

Group Gear List

Group items:

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

__________________________________________________________ _____________________________________________________

BEAR NECESSITIES 57
 ◆ “500” Game
Location:
This game should be played outside.

Materials:
Flying disc, softball, rubber ball, football, or any other throwing item

Instructions:
The object is to catch the disc or ball enough times to become the thrower.

One Scout starts as the thrower. The other players gather around at a throwing distance from that Scout,
who then yells out, “100” or “200,” or any amount the Scout wants the throw to be worth. The disc or
ball is thrown toward the group of Scouts. The first catcher to reach 500 becomes the thrower.

“500” Game Variations

• When a new thrower is up, everyone starts over at zero or keeps their current tally, whichever is
decided at the start of the game.
• Dead or Alive: Two values can be assigned to a throw, such as “100 dead, 400 alive.” If a person
catches the object in the air, that player gets the “alive” value. If the object hits the ground first, the
player gets the “dead” value. Values like “200 dead, 400 alive” are legal.
• If using a ball that bounces, standard values can be assigned such as 200 in the air, 100 after one
bounce, 50 after two bounces, and 25 for all others.
• Grab Bag: If the thrower yells, “Grab bag” for a throw, the Scouts have no idea what the value is. It
may be 500 or minus 10,000. Typically, “Grab Bag” is ruled illegal at the start of a game.
• Jackpot: Whoever catches this throw is automatically the next thrower. “Jackpot” is typically used
when a thrower has been up a long time or when it is time to end the game.

◆ The List Game

This game can be used for any activity that involves brainstorming for lists of items.

Give the Scouts a topic and tell them to come up with items that are needed. For instance, “What items
will the den or pack need to bring in addition to your personal gear?”

Let them write down the items privately for a minute or two. Once they’re done, pick a Scout to say one
item. If the item is also on someone else’s list, it does not count for points. If a Scout comes up with an
idea no one else listed, that Scout gets a point. Continue around the group until all listed items have
been mentioned, and then total up the points. The winner receives a round of applause.

The object is to encourage the Scouts to come up with ideas that aren’t just the common, easy answers.

CLOSING
Song: Cub Scout Vespers
(Tune: “O Christmas Tree” or “O Tannenbaum”)

Song: Cub Scout Vespers

(Tune: “O Christmas Tree” or “O Tannenbaum”)

As the night comes to this land, Yes, I’ll always give goodwill.
On my promise I will stand. I’ll follow my Akela still.
I will help the pack to go, And before I stop to rest,
As our pack helps me to grow. I will do my very best.

58 BEAR
MEETING 3 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Camping gear from lists (Personal and Group)
• Food for cooking meals
• Thermometer and homemade barometer
• Rope—a 6-foot piece for each Scout
• Plan for transportation to and from camp location.
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.

NOTE TO DEN LEADER

This outing will complete requirement 1 for this adventure.

GATHERING
Remind the Scouts of the slogan, “Take only memories, leave only footprints,” and the adage that Scouts
always leave a campsite better than they found it. Bear Scouts focus on the Outdoor Code principle of
“Be considerate in the outdoors.” Discuss ways that they can demonstrate that principle when they are
at a campsite. Point out to them the things that previous campers may have left behind and remind them
that if we leave it here also, other campers will think it was ours. So let’s clean up!

OPENING
• Say the Pledge of Allegiance and the Scout Oath and Scout Law. If the den does not have a United
States flag, ask one Scout to display the flag on their uniform for the group.
• Go over the activities planned for the outing.
• Share the time that the dinner preparation will begin.
• Share the time the campfire will begin.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.

ACTIVITIES
◆ Activity 1: Set Up Camp (Requirement 4)
The Scouts should be putting up their own tents with minimal help from adults. They should be able to
explain why they are putting their tent in this specific location based on site considerations. Have them
lay out the tent on the ground where they think it should go. Then, before completely pitching it, have
them review the location with an adult.

◆ Activity 2: Prepare and Cook Your Meal (optional for the Cub Scouts to be involved)
• Prepare and cook your meal. Try to let every Scout have a hand in preparing and cooking the food,
if possible. If you have a large group, divide the tasks so that some will do the cooking for one meal
and cleanup for the next, or vice versa. You need to be sure all Scouts have a practical hand in the
project and learn something from it. This might be a good time to discuss how a Scout is clean.
Remind them of the importance of washing hands before preparing food to avoid spreading germs.
Be sure everyone helps clean the utensils used to cook and eat the meal. Be sure all trash and food
scraps are disposed of properly.

BEAR NECESSITIES 59
 • Be sure to have the Scouts help with at least one other meal so they can improve on the skills they
learned and add to their cooking knowledge.

◆ Activity 3: Two Half Hitches (Requirement 5)

• Have the Scouts demonstrate how to tie two half hitches to secure a rope to a post, rail, or tree. Have
them teach the knot to another Scout. Scouts can find instructions for the knot in the Bear Handbook.

◆ Activity 4: Thermometer and Barometer (Requirement 6)

• Set up the thermometer and homemade barometer. Have the Scouts observe the readings at several
times during the day. Does the weather appear to be changing? Use the barometer you constructed
as a model for Scouts to follow as they construct their own barometers.

◆ Activity 5: Games (Optional)

• Play “500” or any other game.

◆ Activity 6: Campfire (Optional)

• Prepare s’mores, Dutch oven cobbler, or another treat around the campfire.
Enjoy the campout!

CLOSING
• The closing for this plan may be part of the ending of the campfire, or maybe the morning after camping
out. It should be inspirational and ideally reference the outdoors.

A Walk with Nature

John Muir was a naturalist, writer, conservationist, and founder of the Sierra Club. He said “In every walk
with Nature one receives far more than he seeks.”

I ask you, what did you seek when you arrived at this outing? Did you find it, experience it? Now think for
a moment about what else you have experienced in our time outdoors. (Pause). Let us travel safely from
this place, back to our homes, in hopes that we may soon walk again with Nature.

AFTER THE MEETING

• Record completion of requirements 1, 4, and 5.
• Work together to clean up the campsite.
• Send thank-you notes to those who helped.

Upon completion of the Bear Necessities adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

60 BEAR
 fElloWShIP AND
DUTy To GoD
RATIONALE FOR ADVENTURE
To practice their duty to God, Bear Scouts will have opportunities in this adventure to be good neighbors,
reaching out in fellowship to people in their communities. They will experience the universal principle,
common to many religions, that we should treat others the way we want to be treated.

TAKEAWAYS FOR CUB SCOUTS

• Showing our duty to God by participating in service projects designed to help a neighbor or
community organization
• Learning about individuals who have demonstrated fellowship, and creating plans to help us develop
characteristics that will benefit our community
• Worshipping together to strengthen our faith in God
RACTE
HA

• A Scout is reverent.
C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 74

Complete the following requirements.

1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to
God. Tell how you do your duty to God in your daily life.
2. Complete at least one of the following:
A. Identify a person whose faith you admire, and discuss this person with your family.
B. With a family member, provide service to a place of worship or a spiritual community, school, or
community organization that puts into practice your ideals of duty to God and strengthens your
fellowship with others.
3. Complete at least one of the following:
A. Earn the religious emblem of your faith that is appropriate for your age, if you have not already
done so.
B. Make a list of things you can do to practice your duty to God as you are taught in your home or
place of worship or spiritual community. Select two of the items and practice them for two weeks.

NOTES TO DEN LEADER

This is primarily a family- and home-based adventure. If all or some of the Scouts choose requirement 2
and you would like to reserve part of it for den meetings, the following plans will help you do so.
Den Meeting 1 requires a Do-at-Home Project prior to the meeting. Remind each Cub Scout and family
that if the Scout selects requirement 2A as an option, the Scout can share with the den about someone
they admire as a person of faith. See the Meeting 1 Resources for details. Youth involved in Scouting are
not required to reveal details of their faith or faith practices. All comments must be strictly voluntary.
Also before Meeting 1, if you are completing requirement 2B as a den, research potential projects that
would provide service to help a church, synagogue, mosque, temple, religious fellowship, school, or
chartered organization. List the possible choices on a poster board for the den to review. Plan to
prepare and send out permission slips for Scouts to have signed once the project has been chosen
and details of the service project have been confirmed with the selected organization.
All requirements in this adventure may be completed with the Bear’s family and/or faith organization.
Confirm with Bears their plans for the adventure, and record their completion at the appropriate time.

fElloWShIP AND DUTy To GoD 61

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• List of service project options on poster board
• If desired, ask a Cub Scout and their family to prepare and/or bring refreshments.

GATHERING
Participate in the All Together activity.

Materials:
• Four separate pieces of rope or yarn, at these lengths—20 foot, 15 foot, 10 foot, and 5 foot
Instructions:
1. Tie the ends of the ropes together to form a circle.
2. As the Scouts gather, have them all get inside of this circle. There should be plenty of room
for everyone!
3. Next have a Scout untie the 20-foot rope and then retie the remaining ropes together.
4. Once again, everyone gets inside the newly created smaller circle.
5. Continue to take sections out of the circle—the 15-foot piece next, and finally the 10-foot piece—
and tie the remaining ends together. Fitting all of the Scouts inside will become more of a challenge
as the circle gets smaller and smaller. It takes cooperation and creativity!
This activity can be restarted each time a Scout arrives for the meeting; the goal will be to finish with the
den of Bears “All Together”!

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Optional: Include a prayer or moment of reflection for the den.

TALK TIME (REQUIREMENT 2A)

• Carry out business items for the den.
• Allow time for Bears who would like to share their research on people of faith in history (requirement 2A).

ACTIVITIES
◆ Activity 1: Brainstorming With Bear Scouts (Requirement 2B)
• If the Bears plan to work together on the service requirement (2B), it will be useful to research ideas for
projects in advance. Prepare a poster board with several ideas listed. This will provide suggestions that
might expand beyond cleaning up litter around a church or school grounds, although that is a worthy
project to consider!
• To get ideas, you can:
— Contact your chartered organization representative, and ask what service they need that would be
appropriate for the Bear Scout age and group size.
— Communicate to parents via email or letter, and ask if they are affiliated with a community group
that would benefit from a service project.
— Ask pack families if they need some help with a project that could be done by Bear Scouts.

62 BEAR
• Brainstorming inspires creativity and can generate ideas from all the members of the den, including
adults, without focusing on “correct” or “incorrect” responses. Activities such as writing down their
ideas will give everyone a skill for planning that becomes natural and easier over time. Keep the tone
positive. Even if an idea seems unlikely to work, write it down and make sure the den hears it out;
that idea may be a stepping stone to another one! Brainstorming is a great opportunity to encourage
respect for everyone’s contribution, whether or not it is ultimately chosen. Thomas Edison said, “To
have a great idea, have a lot of them!”
• To start the brainstorming session, you can write ideas on a flip chart or whiteboard. You may also
want to draw or print out a picture of a bear, for example, and have cut-out bear paw prints to give to
the Cub Scouts to write down their ideas. Each den member would then place the prints around the
bear, showing a “fellowship” of ideas, and review each one. (See Meeting 1 Resources.)
• Allow limited time for discussion, including pros and cons for each project. Decide ahead of time on a
method of voting: raising hands, casting ballots, etc. Note that some projects might require only a
few individuals. Keep in mind the objective of reaching out into the community to provide service,
and allow the Bear Scouts to participate in planning what they can do.

◆ Activity 2: Service Project Plan (Requirement 2B)

• After selecting a project, determine the steps that need to be taken to accomplish it. Write down each
question below on its own piece of paper. Then place the questions in individual envelopes or zip-
pered plastic bags and scatter them around the meeting place so Bears must take “steps” to get
from one to the other. This activity will help them identify all the tasks the project requires and who
will do what. Let each Cub Scout announce one of the questions so that everyone participates.
— Who will call and make arrangements with someone at the organization or service project site?
— When can the project be done?
— What equipment is needed?
— Who will be responsible for each of the listed steps (youth and adults)?
— How will we let others know what help we need (pack families, pack committee members)?
— Add other questions that might pertain to your specific project.

CLOSING
• 12th Point of the Law. Say: Baden-Powell, the founder of Scouting, wrote: “First, love and serve
God. Second, love and serve your neighbor.” In doing your duty to God, always be grateful to Him.
Whatever you do, whether at home or school, whether in play or at work, thank God for it, if only with
a word or two. Let us each now say a silent prayer for our brother on our right … for our brother on
our left … and, now, for our brother Scouts around the world.
• Make sure the Bears have their permission slips to take home.

Do-at-Home Project Reminder:

Bears should continue to work on other requirements for the adventure with their families
and/or faith organizations.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 2A.
• Work together to clean up the meeting place.

fElloWShIP AND DUTy To GoD 63

 MEETING 1 RESoURCES
Do-at-Home Project: Requirement 2A
Many people throughout history have shown great faith in God by reaching out to those in
their neighborhoods and communities. Many desired to make life better for others and
willingly shared their resources, talents, and time to achieve this goal.
If a Scout chooses requirement 2A as an option in this adventure, the requirement should be completed
at home. If they want, Scouts who select this requirement can also share with the den about the person
they admire as someone of faith.

BRAINSTORMING WITH BEARS:

64 BEAR
SERVICE PROJECT PERMISSION SLIP

A SCOUT IS HELPFUL!

My child _______________________________________________ has permission to participate in the

(name)

_________________________________________________________________________________________

SERVICE PROJECT

Date: _________________________________ Time: _______________________________________________

Please contact __________________________________________________________________________

(den leader name here)

at ___________________________________________ if you are able to help us on this service project.

(den leader’s phone number)

Your Scout is to bring this permission slip to the service project and return it to the den leader.

fElloWShIP AND DUTy To GoD 65

 MEETING 2 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Contact the service project location and work with someone there to review the project plans, date
and time, and any items that the den might need to bring with them.
• Confirm any necessary equipment.
• Secure adult supervision to help with the project.
• Make and confirm all plans for transportation.
• Get a flag that can be used for the opening. This could be a small flag that one Scout will hold as the
flag bearer.
• Arrange for water to be available if the project is outside.
• Arrange for refreshments after the project, if desired.
• Have the Bears bring their handbooks to the project site for recording requirement completion.

GATHERING
Gather permission slips from parents for each Scout’s attendance and for photos if you plan on taking
pictures that may include the Scouts. (You might ask a parent to take photos of the project site before
and after the work.)

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Optional: Include a prayer or moment of reflection for the den.

TALK TIME
• Carry out business items for the den.
• Review plans for the project and any equipment that will be needed.
• Remind Scouts about on-task behavior and showing respect for other people’s property as they do
the work. Through their service today to others, they are showing their duty to God.

ACTIVITIES
◆ Activity 1: Service Project (Requirement 2B)
Do the service project as planned.

CLOSING
• Gather in a circle for the Living Circle ceremony. (See Meeting 2 Resources.)
• Den Leader’s Minute: “To Build a Better World” (See Meeting 2 Resources.)

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 2B and any requirements completed by Bears at home.
• Work together to clean up the meeting place.

66 BEAR
 Upon completion of the Fellowship of Duty to God adventure, your Bears will have earned
the adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

MEETING 2 RESoURCES
THE LIVING CIRCLE
The Living Circle is an important Cub Scouting ceremony that may be used as an opening or closing for a den
meeting. It reminds everyone in the den of the friendships they are making and links them with all other Cub
Scouts. To form a Living Circle, Cub Scouts and leaders face inward in a close circle. With the right hand,
each person gives the Cub Scout sign. They turn slightly to the right and extend left hands into the circle.
Each thumb in the circle is pointed to the right, and each person grasps the thumb of the person on their left,
making a complete Living Circle handclasp. The Scout Law, Scout Oath, or motto can then be said.

The Living Circle also can be performed by moving all of the left hands up and down in a pumping
motion while the Cub Scouts say, “A-ke-la! We-e-e-ll do-o-o ou-r-r best,” snapping into a circle of
individual salutes at the word “best.”

TO BUILD A BETTER WORLD

“Your task, young Scout, is to build a better world,” God said.

I answered, “How? The world is such a large, vast place, so complicated now. And I am so small and
useless, there is nothing I can do.”

In all His wisdom, God said, “Just build a better YOU.”

fElloWShIP AND DUTy To GoD 67

 NOTES

68 BEAR
 fUR, fEAThERS,
AND fERNS
RATIONALE FOR ADVENTURE
In this adventure, Bears will explore the outdoor world of mammals, birds, plants, and more! They will
understand that every living thing has a home—often very close by. Scouts will also discover that almost
every living thing’s neighborhood is a home to at least one type of another living thing. Protecting those
homes, called habitats, is up to everyone, and Bears can help!

TAKEAWAYS FOR CUB SCOUTS

• Learning about the world of creatures and how we affect our environment
• Practicing ways to conserve in the world around us
RACTE
HA

• A Scout is thrifty.
C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 86

Complete requirement 1 plus three others.
1. While hiking or walking for one mile, identify six signs that any mammals, birds, insects, reptiles, or
plants are living near the place where you choose to hike or walk.
2. Visit one of the following: zoo, wildlife refuge, nature center, aviary, game preserve, local conservation
area, wildlife rescue group, or fish hatchery. Describe what you learned during your visit.
3. Name one animal that has become extinct in the last 100 years and one animal that is currently
endangered. Explain what caused their declines.
4. Observe wildlife from a distance. Describe what you saw.
5. Use a magnifying glass to examine plants more closely. Describe what you saw through the
magnifying glass that you could not see without it.
6. Learn about composting and how vegetable waste can be turned into fertilizer for plants.
7. Plant a vegetable or herb garden.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
Make arrangements to visit a local, state, or federal wildlife refuge, zoo, nature center, aviary, game
preserve, local conservation area, wildlife rescue group, fish hatchery, or other animal preservation area for
Meeting 3. Identify a location for the outing to help Cub Scouts fulfill requirements for this adventure in a
field setting. Where you decide to visit may change the order of activities you do in den meetings 1 and 2.
In advance of the outing, the leader will need to make arrangements with the outing location and
confirm the outing plan with families, including transportation and any additional items they need to
bring. Make sure activity consent forms are distributed, signed, and collected.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

fUR, fEAThERS, AND fERNS 69

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Pictures of local animals, birds, and plants
• At least one pair of binoculars for the den
• Magnifying glass for each Scout or each pair of Scouts
• Paper and pencil for each Scout
• Materials and equipment to build bird feeders, if desired (See Meeting 1 Resources.)
• Review the Trail Tips for Cub Scout Leaders in the front matter.
• Cub Scout Six Essentials for each Scout

GATHERING
Make sure each Bear has in their possession (or has access to) the six Cub Scout outdoor essentials. As
Scouts arrive, lead them in stretching and warming up exercises for the hike. (See the Bear Handbook.)

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Recite the Outdoor Code (see the Bear Handbook). Note that Bears will focus on being considerate
in the outdoors.
• Recite the principles of Leave No Trace (see the Bear Handbook). Tell Bears that they will look for
ways to demonstrate leaving what they find and being kind to other visitors.

TALK TIME
• Introduce the Fur, Feathers, and Ferns adventure. Build interest by describing the goals of the
adventure and some of the activities that are planned.
• Carry out business items for the den.
• Explain that stretches prepare Scouts physically for hikes and other physical activities. Remind
everyone in the den of the rules of safe hiking and check that they have the Cub Scout Six Essentials.
• Explain that this week’s portion of their adventure will require everyone to stay alert to signs of
creatures. Ask Bears what they can do to help others see the wildlife. (Ideas might be to remain quiet
and listen, and to share with others in the den through hand signals when someone sees something.)
• Discuss what the Bears will do on the hike to demonstrate the specified principles of the Outdoor
Code and Leave No Trace.

ACTIVITIES
◆ Activity 1: Neighborhood Hike (Requirements 1, 4, and 5)
• Go on a 1-mile hike through your neighborhood, a park, or another suitable location. While hiking,
focus on observing and identifying six signs of birds, animals, insects, reptiles, and plants. (Hiking
tips can be found in the front matter.)
• During the hike, be on the lookout for animals such as squirrels or birds that can be observed in most
settings. Encourage each Cub Scout to observe what the animal is doing and to share the binoculars
for a better view. Challenge them to explain how watching animals from a distance might be prefera-
ble to getting closer. Possible responses: the animals are less likely to flee; you see them engaged in
natural behavior. (Requirement 4)

70 BEAR
• Stop several times along the hike to examine interesting objects with a magnifying glass. Remind
Bears to beware of inadvertently burning insects with a magnifying glass. Ask Bears to describe what
they can see with the lens that would not otherwise be visible. Possible responses: small hairs on
plants such as mints; distribution of color/pigments; bark texture; details in leaves such as pores,
other small openings, or veins. (Requirement 5)

◆ Activity 2: Make a Bird Feeder (Optional)

If there is time after the hike, Scouts may make a bird feeder to take home to continue observing nature
in their own backyards. (See Meeting 1 Resources.)

CLOSING
Ask Bears to reflect on the Outdoor Code. How were they considerate in the outdoors? Did they leave
what they found? Did they help other visitors enjoy the outdoors? Why are those principles important?

Do-at-Home Project Reminder:

Before the next meeting, Bears will need to research an animal that has become extinct
in the last 100 years and learn why the animal became extinct. Bears should also learn
about one animal that is on the endangered species list. Finally, with a parent’s or guardian’s
permission, Bears can look on a government website to learn more about endangered species in their
area. Members of the den will share what they learned at Meeting 2. (Requirement 3)

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 4, and 5.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Bears to sign at the next meeting.

MEETING 1 RESoURCES
USING BINOCULARS
Teaching youth to use binoculars isn’t difficult; they just need a few instructions to make it easy for them.
To start, be sure you get binoculars that are the right size and weight for those of Bear Scout age.

◆ Comfort and Fit

• Choose youth-sized, lightweight binoculars for smaller faces and hands. Adjustable models also work
very well for this purpose.
• Make sure the binoculars have an easy-to-reach knob for focusing the lens.
• Teach them how to adjust the two halves to match the distance between their eyes.
• If a Scout wears glasses, they should be kept on when using binoculars.

◆ Safety
• Teach Bears that they should never walk while looking through the binoculars. This is to avoid walking
into holes, bumping into trees, or falling into streams.
• Tell the Bears to wear the binocular strap around their necks—they should not carry the binoculars or
set them down. This will help prevent dropping the binoculars into a pond, for example, or accidentally
leaving them behind.

fUR, fEAThERS, AND fERNS 71

 ◆ Practice
• Bears should first look at the object they want to view without using the binoculars.
• Then, they should raise the binoculars slowly up to their eyes.
• Once they’ve found the object again, they can focus the lens.
• While in the outdoors, see if the Bears can hear an animal or bird first and then try to find it with
their binoculars.

BIRD FEEDERS
There are several examples below of bird feeders that Bears can make. Remind them to place the
feeders or birdhouses high enough to keep animals from eating the seeds or catching the birds.
Avoid areas with power lines. Be sure to check for allergies before creating bird feeders.

◆ Bird Cake
Materials:
• Wild birdseed
• Piece of mesh bag (e.g., from a potato or onion sack)
• 12-ounce juice can
• ½ pound of suet
• Double boiler
• Long piece of wire

1. Cut the mesh sack to fit inside the can, with the extra sticking out from the top.
2. Cut the suet into small pieces and heat in the double boiler (to keep it from burning). Let it cool and
harden. Remove any pieces of meat.
3. Reheat the suet and mix in 1 cup of birdseed. Pour the mixture into the can and set it in a refrigerator
to harden.
4. Set the can in warm water and carefully run a knife around the inside to loosen the sack. Pull out the sack.
5. Tie the ends of the sack with wire, leaving enough to hang it from a tree limb. This same mixture can
be molded in a cut-down cardboard milk carton, small foil dishes, or half a grapefruit shell. The cakes
can then be set on a fence post or in a feeder.

72 BEAR
◆ Bird’s Delight
Ingredients:
• 1 cup melted suet
• 3 teaspoons cornmeal
• 1¼ cup peanut butter
• 3 teaspoons butter
• ¼ cup cracked corn
• ¼ cup raisins
Melt the suet as described for the bird cake,
adding the peanut butter during the second
heating. After the suet has cooled the second time,
add the other ingredients. Pour into containers and
set in the refrigerator to harden.
◆ Bird Treat Tower
Materials:
• Two mesh bags
• Maize
• Plastic lid
• Shelled peanuts
• Scissors
• Sunflower seeds
• Plastic wire or string
Place one mesh bag inside the other to reduce
the size of the holes. Fill about one third of this
combined bag with sunflower seeds and tie off
that section—like a sausage link. Next, add a layer
of maize in the middle third of the bag and tie
again. Add the final layer of peanuts and tie the
bag closed. Punch a hole in the center of the plas-
tic lid and pull the end of the bag through it. The
lid will protect the food from the weather. Make a
hanger from the wire or string, attach it to the end
of the mesh bag, and hang it in a suitable place.
◆ Pinecone Treats
Materials:
• Peanut butter
• Cornmeal
• Pinecone
• Wire
Mix together equal amounts of peanut butter and
cornmeal, about 2 teaspoons of each. The corn-
meal reduces the stickiness of the peanut butter,
making the mixture safe for birds to eat. Tie a
piece of wire around a large pinecone for hanging
from a tree. Spoon the mixture in between the
pinecone petals. The birds will love it.
◆ Suet Log Bird Feeder
Materials:
• One log, about 16 inches long and 4 inches
in diameter
• Suet
• Knife drill or ax
• Heavy screw eye
1. Drill 1-inch-wide holes, six to 10 of them,
halfway through the log.
2. Have an adult taper the top of the log with an
ax or knife and apply varnish to prevent the
wood from cracking.
3. Insert the screw eye in the tapered point
and attach a wire for hanging the log from a
low branch.
4. Force suet into the holes and hang the feeder
from a tree in the yard where it can be ob-
served from the house. Hang it low enough for
easy refilling but out of reach of dogs and cats.
Woodpeckers, chickadees, titmice, and other
suet-feeding birds will enjoy your creation.
◆ Milk Carton Bird Feeder
Materials:
• Half-gallon cardboard milk carton
• Paper clip
• Two brass paper fasteners
• Wire coat hanger
• Marker
• Scissors
1. Use the marker to make cutting lines on the
carton. The bottom of the feeder should be 1¼
inch deep. Cut out the opening, leaving the top
to be folded back for a roof.
2. Straighten the paper clip and push it through
the carton about 1¼ inch from the gable. Bend
the clip inside the carton to secure it. Insert the
other end of the clip through the feeder roof
and bend back to hold.
3. Push the paper fasteners through the peak to
seal the top of the feeder. Punch a hole in the
peak to hold the coat hanger hook.
4. Punch a few small holes in the bottom of the
feeder to let out moisture. Hang your feeder from
a branch.
fUR, fEAThERS, AND fERNS 73
 MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Small containers
• Seeds or small plants
• Soil
• Gardening tools
• List of possible compost materials
• Cardboard periscope materials and tools or magnifying glass (See Note to Den Leader in Activity 1 below
and the Bear Handbook.)
• A pre-assembled periscope for Activity 1 introduction
• Materials for composting in a cup (See Meeting 2 Resources.)

GATHERING (REQUIREMENT 7)
As Bears arrive, help them plant vegetable seeds or herb seeds in their own containers to take home
after the meeting. Small vegetable or herb plants can also be used. This activity is a good opportunity for
your den chief to assist.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have each member of the den tell everyone what vegetable is their favorite.

TALK TIME (REQUIREMENT 3)

• Carry out business items for the den.
• Ask any Bear who has researched an extinct animal for Requirement 3 to share their findings with
the den.
• Briefly describe next week’s field trip and service project, and review items each Bear should bring
and wear.
• Review the gathering activity and ask, “What can be done with these vegetables and plants other
than eat what they produce?”
— Talk about what compost means and why a Scout and their family might consider having compost.
Emphasize how it helps our environment by repurposing food that would otherwise become waste.
Tell Bears that compost must be carefully tended. Then explain what the compost material
becomes over time and how the material can be used.
— Distribute instructions and a list of possible compost ingredients and the benefits they give to the
soil. Ask Bears for suggestions of things to add to compost. Remind them that a Scout is thrifty
and can reduce waste by composting.

74 BEAR
ACTIVITIES
Two activities are optional and have been provided for this meeting. You may choose one or the other or do
both depending on the needs and size of your den.

◆ Activity 1: Make a Periscope

Here’s a science scoop to pass along to your Bears: When you look directly at something like a ball, you
see it because light from the sun or a lamp bounces off the ball and goes into your eye. When you hold
the ball around a corner, you don’t see it anymore because the light bouncing off doesn’t reach your eye.
But you CAN see the ball if you hold a periscope past the corner and look through it. That’s because the
periscope uses mirrors to bounce the light from the ball around the corner and into your eye.

• Explain that scientists show respect for nature by often observing wildlife and plants from a distance.
Remind Bears of the binoculars they used in Den Meeting 1 for the same purpose.
• Explain that a periscope can also help us look at things from afar and make them seem closer. Show
an example of a periscope that is already constructed.
• Have the Scouts make their own periscopes. Follow the steps in the Bear Handbook or another
resource of your choosing.
• If there is time after the periscopes are assembled, let the Scouts practice using them in your meeting
location or outdoors. Have each Bear pair up with a buddy for this brief exploring time, and then
resume the meeting. Ask the Bears: Can you think of a way to improve this periscope design? What
happens if you use a longer box? Can you make a periscope using just one mirror?

◆ Activity 2: Composting in a Cup (Requirement 6)

This is a good experiment to help Bears understand how compost is created. They will make compost
on a very small and manageable scale by using cups and precollected organic items such as leaves,
grass clippings, etc. (See Meeting 2 Resources for detailed instructions and background information
about the science behind composting.)

CLOSING
• Remind Scouts to bring proper clothing and equipment to the den outing, as well as signed activity
consent forms (if needed). Confirm transportation plans and the meeting location and time.
• Sing “The Ants Go Marching” to tie into the theme of composting. (See Meeting 2 Resources.)

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 3, 6, and 7.
• Work together to clean up the meeting place.
• Have the Bears sign thank-you notes to present at the outing.

fUR, fEAThERS, AND fERNS 75

 MEETING 2 RESoURCES
INDOOR GARDEN IN A TRAY (GATHERING)
Materials: Plastic tray, potting soil, vegetable seeds (e.g., radish, cress, lettuce) or herb seeds. Small
vegetable or herb plants may be used instead of seeds.

Instructions: Have Bears fill the tray halfway with potting soil and dampen the soil with water.
Demonstrate how to make lines across the soil for seed rows. Then cover the seeds with a thin
layer of soil. Give Bears these instructions for growing gardens at home with the help of their parents
or guardians:

• Leave the tray where it is warm and light.

• Keep the soil damp.
• Cut off the cress with scissors, and use this and other herbs in cooking or salads.
• You may need to thin the young lettuce and radish plants. Pull a few out and place them in a separate
tray to finish growing. The same, if needed, can be done with the herbs.

how to Make Compost

Composting starts by putting a mixture of organic materials in a pile or container, along with
water. There are three important ingredients for making compost:

1
Green material is high in nitrogen. It can be kitchen scraps like coffee grounds,
peelings, fruit cores, and eggshells. Any non-greasy kitchen waste, except meat,
can be composted. Manure (NOT dog and cat waste, only from barnyard animals),
grass clippings, leaves, and weeds you have pulled are also green materials.

2
Brown material is high in carbon. Paper, sawdust, small branches and twigs, dry
cornstalks or husks, and straw all fall into this category.

3
Water is needed to provide moisture inside the pile. This moisture warms up and
helps the material to break down. A compost pile has enough water and other ingredi-
ents if it becomes hot in the middle.

Tiny insects chew the material, and probiotics (good bacteria) thrive in it. Turn the pile
from the outside once a week so that fresh compost is exposed. This way, all the
beneficial organisms will have a chance to grow in the ingredients. As the pile heats up,
gains moisture, and is regularly turned, it becomes compost. In about one to two months,
you will have a dark, rich, soil-like product. The finished compost has a fresh, earthy odor
and can be used to enrich the soil in your garden. Happy growing!

76 BEAR
◆ Activity 2: Composting in a Cup
Materials:
• 16-ounce cup with holes in the bottom
• Pair of gloves
• Large bowl
• Organic compostable items (leaves, grass clippings, vegetable scraps, fruit scraps, coffee grounds, etc.)
• ¼ cup soil or dirt
• 1–2 teaspoons of water
• Piece of plastic wrap
• Rubber band
• Large plastic spoon
Instructions: Before beginning this activity, you will need to collect the organic items to compost. There
are many different materials you can use. As a general rule, anything that comes from a plant or tree is
good to include. Some things you DO NOT want are meats, dairy products, and seafood—those can
attract pests, and nobody likes the smell of month-old salmon! Once your items are together, place them
in the large bowl, add the 1–2 teaspoons of water and the ¼ cup of soil, and mix.

Next, wearing the gloves and using the plastic spoon, place two scoops from the bowl into the 16-ounce
cup. Now lay the piece of plastic wrap over the top of the cup and fasten it to the rim with the rubber
band. Make sure the wrap is tight and the rubber band is secure.

Compost piles need sun, shade, water, and movement. So put your cup in a window that gets a good
amount of sunlight or outside in an area that is exposed to the sun during the day. Every so often, add
1 teaspoon of water to your cup and give the contents a little shake. The water and movement helps
with the composting process.

The sun warms the cup of organic material, which promotes increased microbial activity. (This is just a
fancy way to say that the bacteria and fungi LOVE to live in a warm environment!) The shade keeps the
compost from becoming too warm, which could lead to a loss of essential moisture.

Your compost cup is now complete, and the composting process is underway. It’s time to let nature do
its thing!

You can also experiment using composting containers of different shapes, sizes, and colors. For
example, a black or dark-colored container will absorb more heat from the sun than one that is clear
or light-colored.

The Science Behind It

Compost forms naturally nearly everywhere! Leaves drop from trees. Grass clippings are left after you
mow the lawn. Plants and animals die. Over time, these organic materials break down or decompose.
The rich, dark brown, crumbly, soil-like material that results is called compost.
Tiny living things do much of the work of breaking down organic materials to make compost. These little
workers are called microorganisms and include such things as bacteria and fungi. Worms, pill bugs, and
other creatures living in the soil help the microorganisms transform the materials into compost.
The organic materials provide many of the nutrients that plants need for growth and activity. Eventually,
these nutrients are returned to the soil, to be used again by trees, grass, and other plants. This is
nature’s way of composting and recycling!
The compost that you make at your home or school can be used as mulch or mixed into the soil.
Compost is one of nature’s best mulches and soil amendments. It helps you to save money by
reducing your fertilizer, landscaping, and water bills, and by cutting down on trash pickups or disposal.

fUR, fEAThERS, AND fERNS 77

 “The Ants Go Marching” (Closing Song)
The ants go marching one by one.
Hurrah! Hurrah!
The ants go marching one by one.
Hurrah! Hurrah!
The ants go marching one by one;
The little one stops to suck its thumb.
Chorus:
And they all go marching,
Down into the ground to get out of the rain.
Boom, boom, boom, boom, boom, boom, boom.
Additional verses:
The ants go marching … two by two; the little one stops to tie its shoe.
… three by three; the little one stops to climb a tree.
… four by four; the little one stops to open a door.
… five by five; the little one stops to do a jive.
… six by six; the little one stops to pick up sticks.
… seven by seven; the little one stops to look at heaven.
… eight by eight; the little one stops to open a gate.
… nine by nine; the little one stops to pick up a dime.
… ten by ten; the little one stops to say, “The end”—or “the little one stops to start again.”

MEETING 3 PlAN (Den outing)

PREPARATION AND MATERIALS NEEDED
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.
• Make sure everyone has packed the Cub Scout Six Essentials and has the proper clothing for the trip.
• Consider having Bears bring the periscopes they made in the last den meeting to observe wildlife
during the outing.
• Check to see if a guide at the location can direct Scouts to local plants and wildlife.
• Ask the manager at the location if there is something the Scouts can do to improve the area. Make
Bears and their families aware of those needs.

GATHERING
• Ask Bears what they hope to learn during the outing. Tell them to remember to ask the guide any
questions they have when they have a chance.
• Remind them of the buddy system, staying with the group, and observing the facility’s rules.
Remember, a Scout is courteous and abides by all of the rules and customs at an outing venue.

OPENING
• Recite the Pledge of Allegiance and the Outdoor Code.

78 BEAR
TALK TIME
• Carry out business items for the den.
• Discuss how Bears can be considerate in the outdoors during the outing.

ACTIVITIES
◆ Activity 1: Nature-Themed Outing (Requirements 2 and 4)
• Visit a zoo, wildlife refuge, nature center, aviary, game preserve,
local conservation area, wildlife rescue group, or fish hatchery.
• If possible, have the Bears provide some service to improve the
location they visit.
• If the Scouts have their periscopes, they should use them to
observe wildlife from a distance.

CLOSING
• Ask Bears to reflect on their visit and share something new they
learned or observed during the outing.
• Have them give their thank-you note(s) to anyone who helped
with the trip.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 2 and 4.
• Ensure cleanup takes place.

Upon completion of the Fur, Feathers, and Ferns adventure, your Bears will have earned
the adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according to
your pack’s tradition.

fUR, fEAThERS, AND fERNS 79

 NOTES

80 BEAR
 PAWS foR ACTIoN
(DUTy To CoUNTRy)

RATIONALE FOR ADVENTURE

Scouts of this age are learning to become more independent. In this adventure, Bears will learn how to
take care of themselves and be a help to their family, community, and the environment. Additionally, they
will continue to learn about patriotism and loyalty to our country.

TAKEAWAYS FOR CUB SCOUTS

• Being a help to family, community, and the environment
• Doing a Good Turn daily to be helpful to others
RACTE
HA

• A Scout is courteous, brave.

C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 106

Complete requirement 1 plus two others from requirements 2–4.
1. Learn about our nation’s flag. Display it at home for one month. Say the Pledge of Allegiance, and
learn its meaning.
2. Do at least one of the following.
A. Find out about two famous Americans. Share what you learned.
B. Find out where places of historical interest are located in or near your community, town, or city. Go
and visit one of them with your family or den.
3. Do at least two of the following:
A. With your school or den, visit a local sheriff’s office, police station, or fire department OR talk with
a fire safety officer or law enforcement officer visiting your school or den. Find out what skills the
officers use to do their jobs. Ask questions that will help you learn how to stay safe.
B. Make a list of emergency numbers and discuss with your family where the list should be kept.
Show your family that you know how to call for help in an emergency. Talk with your family about
people who could help you if a parent is not available.
C. With your family, develop a plan to follow in case of an emergency, and practice the plan at least
three times. Your family can determine the emergency, or you can develop several plans.
4. Do at least one of the following:
A. Do a cleanup project that benefits your community.
B. Participate in a patriotic community parade or other civic event that honors our country.

NOTE TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These den
meeting plans, when followed as written, meet the requirements to earn this adventure. If you choose to
make adjustments, be sure you complete at least the minimum requirements.
Prior to the first meeting, remind the Cub Scouts to pick and research two famous Americans if they have
selected requirement 2A. Be prepared to offer suggestions for those who are struggling to complete this
part of the requirement. They can look to their Bear Handbook for a list of ideas as well. Some additional
ideas include Benjamin Franklin, John F. Kennedy, Martin Luther King Jr., Abraham Lincoln, Charles
Lindbergh, César Chávez, and Paul Revere. The children’s section of your local library will have a
selection of biographies of famous Americans.

PAWS foR ACTIoN (DUTy To CoUNTRy) 81

 NOTE TO DEN LEADER–CONTINUED
Also remind Scouts who have selected requirement 2B to choose a local historical place and discover
some information regarding the site. The den leader may need to request help from a local historical
society, city or county officials, local library, etc., in order to assist the Scouts.
Note that Scouts will need to report to you when they have completed the portion of requirement 1
regarding flying the flag for 30 days.
Meeting 2 will be an outing to a law enforcement site or a visit from a local officer. If you choose the
outing, be sure to contact the proposed location far in advance to set up the meeting and make any
necessary plans. Make sure activity consent forms are distributed, signed, and collected.
Meeting 4 will be a service meeting to carry out requirement 4A, a cleanup project to be planned in
Meeting 3. Any additional planning required will need to be done for the specific project chosen. As an
alternative, the Scouts may participate in a patriotic community parade or other civic event that honors
our country (requirement 4B).

MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Before Meeting 1, reminder to Scouts to research two famous Americans
• Before Meeting 1, reminder to Scouts to research a local historical site
• A blank U.S. map for the gathering activity—one large map for all to use or a small copy for each
Scout (See Meeting 1 Resources.)
• Flag that has been removed from service for retirement ceremony (See Meeting 1 Resources.)
• Materials for the Be a Benjamin activity (See Meeting 1 Resources.)
• Thank-you notes for the law enforcement agency or officer to be signed by Bear Scouts before
Meeting 2

GATHERING
Have Bears write the names of as many states as possible on a blank United States map. Can they
name all 50?

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Sing a patriotic song. (See Meeting 1 Resources.)

TALK TIME (REQUIREMENT 1)

• Introduce the Paws for Action adventure to the den. Build interest by describing the goals of the
adventure and some of the activities that are planned.
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Discuss the flag as a symbol of our country. Assist the Scouts with learning how to properly perform
a flag ceremony and how to fold the flag.
• With the help of the den members, demonstrate two or three different ways to display the flag. Have each
Cub Scout be a part of this hands-on activity. Information regarding this can be found in the Meeting 1
Resources, as well as the BSA resource Your Flag (No. 33188) and the United States “Flag Code.”

82 BEAR
• Review the pledge and ask the Cub Scouts to give their interpretation of the meaning of the
different parts.
• Reinforce that a Scout is loyal—in this case to your country.
• Have each member of your den share the information they have learned about a local historical place.
• Be sure to inform Bears and their families if a den outing to a law enforcement location is planned for
the next meeting. Confirm that everyone knows the date, time, appropriate clothing, items to bring,
and any transportation plans.

ACTIVITIES
Activity 1: Famous American Sharing (Requirement 2A)
Allow each den member a turn to share a presentation about one of the famous Americans they
researched before the meeting.

Activity 2: Be a Benjamin (Optional)

Materials: Small boxful of items that can be transformed into a useful device

Introduction:
Benjamin Franklin was a famous American. He was a man of many talents, and one of those was inventing
items that became very useful. Some of these items were an odometer, bifocals, the Franklin stove, and
a better way to deliver mail, which is still used today.

Steps:
1. Tell the Scouts they are going to be “Benjamins.”
2. Give them a challenge that needs to be solved. Then give the group a small box containing items
you have previously gathered.
3. Let the Scouts work together to create an item to meet the challenge.

Some ideas for challenges are:

• How can I see around a corner?
• How can I see under water without getting wet?
• How can I reach something high without a ladder?
• How can I sleep when lights are too bright or a noise is too loud?

CLOSING
• With the assistance of the Scouts, perform a simple flag retrieval ceremony. (See the appendix.)
• Confirm plans for the following meeting’s den outing to a law enforcement location or visit from
a law enforcement officer.
• Have Scouts sign the thank-you notes for the den outing or visitor.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1 and 2A.
• Work together to clean up the meeting place.

PAWS foR ACTIoN (DUTy To CoUNTRy) 83

 MEETING 1 RESoURCES
UNITED STATES MAP

84 BEAR
Patriotic Songs
Yankee Doodle Dandy
Yankee doodle went to town
A-riding on a pony
Stuck a feather in his hat
And called it macaroni.
Chorus
Yankee Doodle, keep it up,
Yankee Doodle dandy;
Mind the music and the step,
And with the girls be handy!
America, the Beautiful
O beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties
Above the fruited plain!
America! America! God shed his grace on thee,
And crown they good with brotherhood
From sea to shining sea!
—Katherine Lee Bates
Father and I went down to camp,
Along with Captain Gooding;
There we see the men and boys,
As thick as hasty pudding.
Chorus
And there was Captain Washington,
And gentle folks about him;
They say he’s grown so tarnal proud
He will not ride without ’em.
Chorus
America
My country, ’tis of thee,
Sweet land of liberty,
Of thee I sing;
Land where my fathers died,
Land of the pilgrims’ pride,
From every mountainside
Let freedom ring!
Our fathers’ God, to Thee,
Author of liberty,
To Thee we sing.
Long may our land be bright,
With freedom’s holy light;
Protect us by Thy might,
Great God, our King.
—Rev. Samuel F. Smith
PAWS foR ACTIoN (DUTy To CoUNTRy) 85
 DISPLAYING THE FLAG
• When the national flag is displayed flat, either horizontally or vertically, on a wall or in a window, the
union (blue field) should be at the top and to the observer’s left when facing the flag.
• When displayed from a staff projecting from a windowsill, balcony, or the front of a building, the union
(blue field) should be at the staff’s peak (unless the flag is at half-staff).
• The U.S. Flag Code, adopted in 1923 and amended by Public Law 94-344 in 1976, states “It is the
universal custom to display the flag only from sunrise to sunset ... However, when a patriotic effect is
desired, the flag may be displayed 24 hours a day if properly illuminated during the hours of darkness.”
• When displayed on a stage or platform, the national flag should be to the speaker’s right. Any other
flag is on the speaker’s left.
• When suspended, the flag should be vertical with the union to the north over an east-west street and
to the east over a north-south street. The flag should be hoisted out union (blue field) first.
• Flag decals and stickers may be correctly displayed on the inside of motor vehicle side windows.

MEETING 2 PlAN (Den outing or Visitor)

PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Arrange for a visit to a law enforcement agency or for a law enforcement officer to attend the
meeting. If you choose the second option, ask if the officer can provide fingerprinting materials
or help with one of the activities below.
• If the meeting is an outing, confirm that transportation to and from the event is in place. Secure
signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.
• Materials for fingerprinting (note cards and an ink pad or adhesive tape, unless the officer
brings materials)
• Materials for making a shoe track
• Materials for Who Dunnit Game

GATHERING
Words from Words Activity: Each Cub Scout needs a sheet of paper and something to write with. The
object is to form as many different words as possible from the letters in “A Scout is brave” (examples:
rave, ties, sat, etc.). You may want to see how many you can form prior to the meeting.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Encourage reflection on the content of the previous meeting.

TALK TIME
• Carry out business items for the den.
• Introduce the law enforcement officer. Guide the Scouts’ questions using the ideas in the Bear Handbook.
• Reinforce “A Scout is brave.”

86 BEAR
ACTIVITIES
◆ Activity 1: Taking a Fingerprint (Optional)
You may have the law enforcement officer assist with this activity if you prefer.

Prints can be made using an ink pad and note card or by gently applying a piece of Adhesive tape to an
index finger, then carefully pressing the tape down on a note card.

◆ Activity 2: Making a Shoe Track (Optional)

Materials:
• Cooking spray
• Cocoa or hot chocolate powder
• Sheets of white paper (one for each Scout)
• Small paintbrush
• Paper towels (for cleaning the shoe bottoms)
• Magnifying glass (optional)
1. Have each Scout lightly spray the bottom of one of their shoes. Then have each Scout step on their
sheet of paper, leaving an oily track.
2. Using the paintbrush, apply a small amount of the cocoa to the oily area using a dabbing motion
(up and down). Then blow away the excess powder.
3. Mix up the sheets and have Bears solve the mystery of who made each track. They should be looking
specifically for small cuts, nicks, rocks, missing pieces, wording, etc., on the paper and the shoe soles.
4. An alternative is to have them bring an old shoe from home so they do not use the shoes they are
wearing. A second alternative is to take pictures of the shoe soles using a digital camera, download
to a computer, and then compare the pictures to the shoe soles.

◆ Activity 3: Play the Who Dunnit Game (Optional)

Materials: Small item for each Scout that will hold a fingerprint (a glass, small mirror, spoon, etc.); tape;
powder; brush (inexpensive paintbrushes will work); nontoxic ink pad; note cards (one per Scout); pair of
nonlatex, disposable gloves for each member of the den; magnifying glass, if desired

The object of this game is to use the fingerprint cards that Scouts created to figure out who performed
certain actions.

1. You will need to have one small item per Scout that will show a fingerprint.
2. Each Scout should have a “master” copy of their fingerprint on a note card, using their index finger
and an ink pad or Scotch tape (see the Taking a Fingerprint activity above). The Scout should write
their name on the card and give it to the den leader for comparison later.
3. Have each Scout pick one item and touch it firmly with the same index finger to leave a print. The
den leader needs to keep track of which item each Scout touches, but remember to have the other
Scouts turn their backs or close their eyes so they cannot see what is happening.
4. Once all the Scouts have left a fingerprint, have them put on the gloves and hand each one an item—
being careful not to give anyone the item they already touched.
5. To dust for prints, gently place the end of the brush into the powder. Lightly dust the powder over
the fingerprint. Be careful: Using too much powder or dusting too vigorously can ruin the integrity of
the print.
6. Carefully press a strip of tape down over the fingerprint, being careful not to trap any air bubbles
or to smear the print. Lift up the tape and seal the fingerprint in place by applying the tape to a clean
note card.
7. Have the Scouts compare this set of cards to the cards they turned in earlier with the ink prints, to
see if they can match them.

PAWS foR ACTIoN (DUTy To CoUNTRy) 87

 CLOSING
• Have Scouts thank the law enforcement officer who visited or assisted the group.
• Recite the Scout Oath.

Do-at-Home Project Reminder:

Scouts will need to complete requirement 3B or requirement 3C at home before the next
den meeting.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 3A.
• Work together to clean up the meeting place.

MEETING 3 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Newspapers for gathering activity
• Our Cleanup Project planning page in the Bear Handbook
• Prior to the meeting, look around your neighborhood or community to find a suitable location for
the service project. Some ideas include a local city park, a senior retirement center, or a community
garden. This will help you assist the Scouts with their planning process. Pictures of the different areas
will be helpful.
• 3-foot section of rope for each Scout for closing

GATHERING
I Have a New Hat! This is an opportunity for a quick and fun recycling project. Bring old newspapers
that the members of the den can use to create hats to wear. Be sure adults join in the fun.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME (REQUIREMENTS 3B AND 3C)

• Carry out business items for the den.
• Have Bears share what they did at home to complete requirements 3B or 3C.
• Work on planning the cleanup service project. Assist and guide the Cub Scouts with the planning by
using the prompts in the Bear Handbook.
• You may need parents to attend this meeting to assist in the project planning.
• Reinforce that Scouts are loyal to their community, clean in their thoughts and actions, and helpful to
those around them.

88 BEAR
ACTIVITIES
◆ Activity 1: How Smart Is Your Smeller? (Optional)
This activity can be an outdoor game confined to a designated area, or an inside game if the
weather requires.

Materials:
• Bag of trash: empty soda can, plastic foam cup, aluminum foil, gum wrappers, plastic six-pack
holder, graham cracker box, twist tops, etc.
• Smelly foods: barbecue sauces, oranges, onions, etc.
• Odorless foods: carrots, celery, etc.
• Samples of partially burned trash: melted bottle, soda can, foil, etc. (You will have to plan ahead for
some of these items.)
• Trash bags and nonlatex, disposable gloves for each Scout
Preparation: Before the group arrives, hide trash in obscure places—it should be visible but not
blatantly so. Wash out anything that is obviously very messy.

Setting the Stage: Tell the Scouts they are going to see a beautiful area or they are going on a hike.

Going on the Hunt: Take the Scouts to the prepared area, and ask them to identify what might be wrong.
• Have them go on a trash hunt to clean up the site. Give them five to 10 minutes to locate as many
items as possible.
• Once the trash is gathered, have them evaluate what they found. Ask them what should be done with
the trash. Should it be burned, buried, or taken to be recycled?
• Now ask them how they found the trash. Did they see it or did they smell it first? What if they were
hungry bears? Could they have found the trash? Have them identify which smells they could recognize.
• This is a good opportunity to get everyone prepared for the cleanup service project, and also a
reminder that a Scout is clean whether in or out of doors.

CLOSING
• Confirm that all families have the necessary information and transportation plans for the upcoming
den outing.
• Perform the Square Knot Closing. (See Appendix 7 for illustrations of a square knot.)
— Give each member of your den a 3-foot section of rope. Have them use square knots to tie all the
ropes together and form a circle. When the circle is complete, ask all of them to hold the rope and
lean back carefully in unison to form a tightly stretched circle.
— The den leader should then tell them: You are all part of a group of close friends, held together by
the square knot—a symbol of friendship.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 3B or requirement 3C.
• Work together to clean up the meeting place.

PAWS foR ACTIoN (DUTy To CoUNTRy) 89

 MEETING 4 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Safety equipment, as needed
• Trash bags and nonlatex, disposable gloves for each participant
• Camera for any before and after photographs
• Arrange for water and refreshments as appropriate.
• Collect signed activity consent forms, and be sure that all families have necessary transportation
and meeting information.

GATHERING
• Review any necessary safety precautions with all the Cub Scouts and assisting adults.
• Reinforce from the Scout Law that a Scout is clean.
• Encourage the group to sing as they work. A Scout is cheerful.

OPENING
• Recite the Pledge of Allegiance.

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1: Cleanup Service Project (Requirement 4A)
Perform the service project as planned.

CLOSING
• Thank anyone who assisted with the project.
• Congratulate the Scouts on their efforts.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 4A.
• Work together to clean up the meeting place.

Upon completion of the Paws for Action adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible
according to your pack’s tradition.

90 BEAR
MEETING 4 RESoURCES
SONGS

Cub Scouts Whistle While We Work

(Tune: “Whistle While You Work”)
Cub Scouts whistle while we work! We hum all day at work and play.
(Whistle the first line.) We hum a merry tune.
After we became Cub Scouts,
We pitch right in, and laugh, and grin, We had to learn the rule
And whistle while we work. Of being kind and courteous
In both our home and school.
Cub Scouts hum a merry tune! Cub Scouts whistle while we work!
(Hum the first line.) (Whistle the first line.)

We do their bit; we never quit,

Cub Scouts whistle while we work!

I Met A Bear
(Tune: “Sipping Cider”)

The leader begins by “singing” one line of each verse, and the group repeats it in the
same sing-song fashion. Then everybody sings each whole verse once together.

The other day, And so I ran And so I jumped

I met a bear Away from there, Into the air,
Out in the woods; But right behind But I missed that branch
Oh, way out there. Me was that bear. A-way up there.

He looked at me, And then I see Now don’t you fret;

I looked at him. Ahead of me Now don’t you frown.
He sized up me, A great big tree; ’Cause I caught that
I sized up him. Oh, glory be! branch
On the way back down.
He said to me, The lowest branch
“Why don’t you run? Was 10 feet up. This is the end.
I see you ain’t I’d have to jump There ain’t no more.
Got any gun.” And trust my luck! Unless I meet
That bear once more.
I said to him,
“That’s a good idea.
So come on feet,
Away from here.”

PAWS foR ACTIoN (DUTy To CoUNTRy) 91

 NOTES

92 BEAR
ElECTIVE ADVENTURES 93
 A BEAR GoES fIShING

RATIONALE FOR ADVENTURE

Fishing is a skill that can become a lifelong hobby, or possibly a career. It can be done alone, or with family
or friends. This adventure is meant to be fun and can be used for teaching several points of the Scout Law
such as trustworthy, helpful, courteous, obedient, thrifty, cheerful, clean, and even reverent.

TAKEAWAYS FOR CUB SCOUTS

• Learning about the types of fish near the Scouts’ homes
• Learning what the fish eat, how they can be caught, and how we can conserve and preserve our
fish by using the concept of catch-and-release fishing
• Understanding different types of equipment and making simple fishing tackle
• Going fishing and having a hands-on experience to apply all the Bears have learned

ADVENTURE REQUIREMENTS Bear Handbook, page 120

Complete at least three of the following:
1. Discover and learn about three types of fish in your area. Draw a color picture of each fish, record
what each one likes to eat, and describe what sort of habitat each one likes.
2. Learn about your local fishing regulations with your den leader or a parent or guardian. List three of
the regulations you learn about and one reason each regulation exists.
3. Learn about fishing equipment, and make a simple fishing pole. Practice casting at a target.
4. Go on a fishing adventure, and spend a minimum of one hour trying to catch a fish. Put into practice
the things you have learned about fish and fishing equipment.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
Review the plans for Meetings 1 and 2 before beginning the adventure. You might choose to have a
local fishing expert assist with Meeting 1, and you will need to make arrangements for equipment.
Meeting 2 is a den outing to go fishing. Select and make plans with the location in advance. Confirm
that transportation to and from the event is in place. Secure signed activity consent forms.
If your fishing plan involves Cub Scouts being in boats, review the Guide to Safe Scouting and Safety
Afloat at www.scouting.org to assure you have a safe outing in compliance with BSA policies.
Review the licensing regulations in your state, which can be obtained through your state conservation
service or most places where fishing licenses are sold.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

A BEAR GoES fIShING 95

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Markers or colored pencils for each Scout
• Copies of the Good Neighbor rules, 1 for each Scout
• Instructions and materials for making a simple fishing pole
• Instructions and fishing line for tying the clinch knot and the Palomar knot
• Samples of fishing equipment
• Provide one fishing pole per Scout, one pole per two Scouts, or one per team for the relay game. Be
certain the poles are set up for bait casting practice with a weight on the end instead of a hook.
• Assemble information regarding at least three types of fish that live in your local waters. This information
can be found through the internet or through your state or local conservation service. Many states
have agencies that are dedicated to fish and wildlife and can assist you at little or no cost.
• You may invite a local fishing club member, a representative from a local sporting goods or bait shop,
or a den parent or grandparent to assist with this den meeting. Some organizations may allow you
access to a live fish exhibit as well.

GATHERING (REQUIREMENT 1)
As Bears enter, have them go to this adventure in their handbooks and give them colored pencils or
markers to draw fish in the books that are native to your area. Provide pictures you have gathered ahead
of time along with basic information about each fish. Another option is to create a page for each fish with
pictures and a description, and pass out copies of all the pages; Bears can then cut out and staple
together pages for several fishes into their own “fish dictionaries.”

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Pass out copies of the Good Neighbor Fishing Rules. Have Bears recite the rules together.

TALK TIME (REQUIREMENT 2)

• Carry out business items for the den.
• Talk about the habits, food preferences, sizes, and shapes of the types of local fishes the Scouts
drew during the Gathering activity.
• Review the fishing regulations and the Good Neighbor rules. (Requirement 2)
• If you invite a professional or someone who fishes as a hobby to this den meeting, he or she may
present the fish information as well as the regulations regarding fishing. You can also find fish that live
in your area through your state’s fish and game department website.
• Set up an exhibit for a show-and-tell on fishing equipment. This may be done by a local sporting
goods representative or one of the individuals mentioned above. Limit the exhibit to simple and
inexpensive equipment.

ACTIVITIES
◆ Activity 1: Make a Simple Fishing Pole (Requirement 3)
Materials:
• Sturdy sticks, 4 to 5 feet long (bamboo is a good choice, as is a hiking staff)
• Fishing line

96 BEAR
• Safety scissors
• Fish hooks
Instructions:
1. The best type of stick for a fishing rod is strong, yet slightly flexible. Bamboo—about ½-inch thick—
would be a good choice, but if bamboo isn’t available Bears can bring something similar from home
like a hiking staff.
2. If one end of the stick is larger around, use that part as your handle and tie it to one end of the fishing
line. Wrap the line in a spiral around the stick until you reach the tip. Tie the line firmly to the tip, but
don’t cut the line yet.
3. Unroll the line about a foot longer than your stick, then cut it off the roll. You should now have a
continuous length of fishing line extending from the handle of your stick down to the hook. (That way,
if the fishing rod breaks in the middle, you still have the line in your hand.)
4. Tie a hook to the end of the line, and you are ready to go fishing.

◆ Activity 2: Practice Bait Casting (Requirement 3)

Materials:
• Bait-casting fishing poles, one for each Cub Scout
• Paper plates, flying discs, or similar objects to be targets
• Weights for the ends of fishing poles
Instructions:
1. The poles should be set up with weights tied on the lines instead of hooks.
2. Begin with the targets positioned less than 30 feet away until the Scouts become accustomed
to casting.
3. Continue to move the targets away from the Scouts until they are 30 feet away.
4. Once the Scouts can consistently hit the targets, you can give them the challenge of casting under a
bush, or near a tree. Many fish choose underwater plants as their habitats, so learning to cast around
them is helpful to the Scout.
5. Another option is to set up a relay game by dividing into teams. Each Scout casts to hit a target 5 feet
away and then passes the pole to the next Scout. After all Scouts have hit the target, move the target
to 10 feet and let them continue. Have as many rounds as you wish before declaring a winning team.

CLOSING
• Gather everyone in your den together in a circle and conduct the Living Circle closing:
To form a Living Circle, Cub Scouts and leaders face inward in a close circle. With the right hand,
each person gives the Cub Scout sign. They turn slightly to the right and extend left hands into the
circle. Each thumb in the circle is pointed to the right, and each person grasps the thumb of the
person on their left, making a complete Living Circle handclasp. The Scout Oath or Scout Law can
then be recited.
The Living Circle also can be brought to a close by moving all of the left hands up and down in a
pumping motion while the Cub Scouts say, “A-ke-la! We-e-e-ll do-o-o ou-r-r best,” snapping into
a circle of individual salutes at the word “best.”
• Remind everyone of the need for fishing equipment at next week’s meeting. Confirm that families
have all the necessary information on transportation and other items to bring.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 2, and 3.
• Work together to clean up the meeting place.

A BEAR GoES fIShING 97

 MEETING 1 RESoURCES
GOOD NEIGHBOR FISHING RULES
In addition to your state and local fishing laws, there are also some “good neighbor” rules that are
important for Scouts to follow.
1. Always ask permission before fishing on another person’s property. (A Scout is courteous.)
2. Always leave the area cleaner than you found it. (A Scout is clean.)
3. Always let others know where you are going and when you will be back. (A Scout is trustworthy.)
4. Do not intrude on a spot where others are already fishing. (A Scout is friendly.)
5. Do not fish in a swimming area. This prevents hooks from being lost in a place where others are
walking. (A Scout is courteous.)
6. Decide with your parent if you should wear a life jacket while fishing. (A Scout is obedient.)
7. Know what the weather forecast is before you go fishing, and watch the weather while you fish.
Never fish while lightning is striking or if there is a possibility of flooding. (Be Prepared.)

MEETING 2 PlAN (Den outing)

PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Prior to this meeting you will need to secure a safe location for the den to go fishing. Communicate
the location to all Scouts in the den. Some organizations near you may sponsor a fishing derby for
kids. Larger cities may have a city park that allows fishing.
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.
• Before the trip, make a group decision about what to do with any fish that are caught. Arrangements
may need to be made for ice chests and ice if the fish are being kept.
• It is helpful to have extra equipment, if possible, in case equipment breaks. Additional bait is also a
good idea.
• Remember to bring the Cub Scout Six Essentials (including sun protection), trash bags for the Good
Turn, cameras for memories, and plenty of adult leadership.
• Remind Bears that the BSA’s water safety rules must be followed at all times. Have them pair up and
follow the buddy system.

GATHERING
Practice tying the clinch and Palomar knots. See who can tie the fastest knot (properly tied).

OPENING
• Depending on the location of the meeting you may choose not to have a formal opening. If one is
desired, have the den chief or denner call the den roll, and have each Cub Scout answer with how
many fish that Scout expects to catch at this outing.
• Recite the Pledge of Allegiance and the Scout Law.

98 BEAR
TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Review the BSA buddy system and the Good Neighbor Fishing Rules with the Scouts.

ACTIVITIES
◆ Activity 1: Fishing (Requirement 4)
• Spend at least one hour trying to catch a fish. This time can include baiting the hooks, casting, etc.
• Help Scouts, making sure they are adequately spaced from each other so their lines and hooks do
not get tangled.

CLOSING
• Do a Good Turn by making certain the area you have visited is cleaner than you found it.
• Congratulate Scouts on a great fishing trip whether or not they caught fish. Point out that this adventure
is a success because they learned about the kind of fish in the area and how to make a pole, tie
fishing knots, and bait a hook.
• Have the den chief or denner call the roll again and have the Scouts answer with how many fish they
actually caught. Did anyone catch more than they expected at the opening?
• Have them recite the Outdoor Code as a reminder of taking good care of our outdoor world. (See the
Bear Handbook.)

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 4.
• Work together to clean up the fishing site.
• Remember to thank anyone who helped make this adventure a success.

Upon completion of the A Bear Goes Fishing adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

A BEAR GoES fIShING 99

 MEETING 2 RESoURCES
KNOT INSTRUCTIONS
◆ Clinch Knot
The clinch knot is a good knot for beginners because it is
simple and tightens as tension increases.

1. The first step is to feed the line through the eye of the
hook, which is the circle at the opposite end of the
hook’s sharp edge.
2. After you have a good length (1½ to 2 inches) of line
through the eye, wrap the part of the line that has been
through the eye back around the part of the line that
hasn’t been wrapped, but not tightly.
3. Once this step is completed, there will be a loop of line
through the eye of the hook. Feed the line through this
loop. This will create a large loop that starts at the top
of the coil and goes down to the eye of the hook. Feed
the line through this loop and pull the line tight.
4. To finish the knot, slide the coils down toward the eye
of the hook.

◆ Palomar Knot
This knot is one of the strongest fishing knots.
1. Start by doubling the line and passing the loop
through the eye of the hook.
2. Tie this into a simple overhand knot—basically,
the first step in tying a shoe.
3. Then, pass the hook through the loop at the end.
To finish the knot, pull it tight.

100 BEAR
 BEAR PICNIC BASKET

RATIONALE FOR ADVENTURE

This adventure introduces Bear Scouts to the fun of preparing their own meals and snacks. They learn
basic skills and safety practices when cooking inside or outside. Scouts also learn how to select, prepare,
and perfect their own recipes.

TAKEAWAYS FOR CUB SCOUTS

• Learning basic cooking skills
• Understanding how to read a recipe
• Practicing kitchen safety
• Preparing nutritious snacks independently
RACTE
HA

• A Scout is clean.
C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 134

Complete at least three of the following:
1. Create your own Bear cookbook using at least five recipes you might cook or prepare either on your
own or with some adult help. Include at least one recipe each for breakfast, lunch, dinner, and a
nutritious snack.
2. With a family member or den leader, prepare for cooking by explaining the importance of planning,
tool selection, sanitation, and cooking safety.
3. Select and prepare two nutritious snacks for yourself, your family, or your den.
4. With the help of an adult, select a recipe to prepare in a kitchen for your den or your family. Help to
select the needed ingredients, perhaps from a garden, grocery store, or farmers’ market. Cook and
serve your planned meal. Clean up after the preparation and cooking.
5. With the help of an adult, select a recipe to prepare in the outdoors for your family or den. Help to
select the needed ingredients, perhaps from a garden, grocery store, or farmers’ market. Cook and
serve your planned meal. Clean up after the preparation and cooking.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
Prior to the first meeting, have your Scouts search for five recipes they like. Ask them to bring the
recipes to the meeting for the Bear Scout cookbooks they will make.
Some requirements or activities may need to be done by each Bear Scout at home with their family.
If the den meeting site has kitchen facilities, requirement 4 may be completed as a den. Invite family
members to participate. Requirement 5 can be completed as an outdoor den activity.
Requirement 3 can be performed both for the family and for the den. You may assign Scouts to bring
snacks to the meetings to meet this requirement. (More than one Scout can bring snacks to each meeting.)

BEAR PICNIC BASKET 101

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Grocery bags and balls to toss for the Gathering activity
• Several simple kitchen tools for use by the Scouts during the kitchen tool activity
• Craft supplies and blank index cards for making the Bear cookbooks. It might be helpful to bring
several sample cookbooks for reference.
• Each Scout should bring to the meeting five recipes they want to include in their Bear cookbook.
• If any of the Scouts are bringing snacks to the meeting, remind them to review the information on
nutritious snacks for requirement 3 in the Bear Handbook.
• Read the plans for Meeting 2 in advance. The den will complete either requirement 4 or 5 during the
meeting. Bears will need to complete the remaining requirement at home. Remind Bears to make
plans for completing that requirement before Meeting 2.

GATHERING
As Scouts arrive, have each play the Grocery Bag Toss game.

• Set up several paper bags (some large and some small) at different distances from a predetermined line.
• Have the Scouts toss a small rubber ball (or a ball made from aluminum foil or even recycled paper)
into the bags.
• Each bag can be marked with a number representing points.
• Each Scout can keep up with their own points as the game is played. Tell Scouts to remember their
scores for the Opening.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Call roll for the den, asking each Cub Scout to answer by naming their favorite snack. Ask each of
them to raise their hands as you call out their possible high scores for the Gathering game.
Congratulate all with a den yell by the group.

TALK TIME
• Introduce the Bear Picnic Basket adventure to the den. Build interest by describing the goals of the
adventure and some of the activities that are planned.
• To begin Talk Time, have the Scouts spend a few minutes doing the Cutting Out Kitchen Chaos
activity (requirement 2). They should do this as a team. (See Meeting 1 Resources.)
• Review the list of correct actions in the Bear Handbook, and involve Scouts in a discussion about
why these actions are important.
• Review the information in the Bear Handbook about using math skills to change a recipe.
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.

102 BEAR
ACTIVITIES
◆ Activity 1: Get to Know Your Kitchen Tools (Requirement 2)
• Have the Scouts participate in a hands-on activity that introduces basic kitchen tools and allows
Scouts to guess what they are used for.
• Scouts should also get to try several of the safe and appropriate tools, depending on available
supplies and what is possible at your meeting location.
— Have several small kitchen tools, mixing bowls, etc.
— Have each Scout practice using the tools to complete the actions they are used for as shown in
the Bear Handbook.
— Adults will need to supervise the use of knives for chopping or the use of an electric mixer
or blender.
— When using an electric mixer or blender, a Cub Scout may add ingredients with the appliance off.
The appliance should only be operated by adults in accordance with the manufacturer’s directions.
• You can also plan a relay race in which Scouts go through kitchen activity stations in teams.
— Example: Station 1: Measure 1 cup of water into a bowl. Station 2: Add ½ cup of flour to the
water. Station 3: Mix the first two ingredients with the correct kitchen tool. Station 4: Pour the
mixture into a cupcake pan without spilling it.

◆ Activity 2: Bear Cookbooks (Requirement 1)

• Provide cards and craft supplies for Bears to use in creating their personal cookbooks.
• Assist Bears as needed in assembling the pages and decorating their books.
• Allow time for Bears to share their books and highlight favorite recipes.

CLOSING
• Tell Scouts that great cooking combines many different ingredients to create a spectacular result, just
as a Scout den combines different members to create a team that accomplishes spectacular results.
• Recite the Scout Oath.

Do-at-Home Project Reminder:

Bears will need to complete either requirement 4 or 5 at home. The den leader should tell
them which requirement will be completed during Meeting 2, so each Scout can make plans
to complete the other requirement with their family.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1 and 2.
• Work together to clean up the meeting place.

BEAR PICNIC BASKET 103

 MEETING 1 RESoURCES
TALK TIME: CUTTING OUT KITCHEN CHAOS (REQUIREMENT 2)
Materials needed:
• Index cards or slips of construction paper
• A cooking pot
• A garbage can
Write the actions listed below on individual index cards or slips of construction paper. Add additional
actions as needed. Have the Scouts pick out the correct actions to Cut Out Kitchen Chaos. Cards with
correct actions will go into the cooking pot, while the cards with incorrect actions will go into the
garbage can.

Correct Kitchen Actions Incorrect Kitchen Actions

Request permission to
Lick your cooking spoon.
use the kitchen.

Have an adult help Pet your dog or cat

with the oven. while cooking.

Make sure you are

Start cooking without a recipe.
clean and neat.

Use your baseball glove

Wear shoes while you cook.
as an oven mitt.

Be sure working Don’t wash dishes,

surfaces are clean. because someone else will.

Cut raw meat, then use the same

Decide what you will cook.
cutting board without washing it.

Read your recipe all

the way to the end.

Check your pantry

for all your ingredients.

Clean up after yourself.

Ask about food allergies.

104 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Cups for stacking during the Gathering activity
• Rope to practice knot tying from the Bear Handbook or a ball for Scouts to play a game during
cooking time
• Select either requirement 4 or 5 to be completed at the den meeting. The other one should be completed
at home. Some dens may have access to kitchen areas to complete requirement 4 as a den.
• If you choose 5 (outdoor cooking), you can request help from a BALOO-trained leader in your pack or
from one of your local troops.
• Prior to the meeting, decide what will be cooked. Make arrangements for ingredients or have a
different ingredient brought by each Scout. Instructions for foil dinners are included in the
Meeting 2 Resources.
• This den meeting plan is written for the outdoor setting.

GATHERING
Provide a large number of paper or plastic cups for the Scouts to use. As they enter, have each Scout
stack the highest structure they can that will not fall. Doing this outdoors can make it more interesting.
Can they figure out how to prevent a breeze from bringing down their structures? Remind Bears to
collect their cups at the end of the activity to recycle or reuse for another activity later.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have the members of your den give their den yell.

TALK TIME
• Carry out business items for the den.
• Do a quick review of outdoor cooking safety. Be certain the Scouts are following good cooking
practices by being clean and neat.
• Allow time for sharing among Cub Scouts.

ACTIVITIES
◆ Activity 1: Foil Dinner (Requirement 5)
• See the Meeting 2 Resources for detailed instructions on
cooking a foil dinner.
• You may want to provide a knot-tying or knife-carving
activity (if Bears have earned their Whittling Chip cards)
for them to do while the food is cooking. Kickball is a
game option to fill the time.
• A memory game of kitchen tools can also be a quick
fill-in. Lay items on a table or the ground, cover, and then give the Scouts a few minutes to see them.
Cover the items again and have each Scout make a list of what they remember seeing.
• During the meal, ask Scouts to think how they might change the ingredients (recipe) for the food they
put in their foil dinner. Would they add more salt? Different vegetables? Remind them that this is the
way cooks become great chefs—by improving their recipes each time they cook.

BEAR PICNIC BASKET 105

 CLOSING
• Have each Scout describe their foil dinner using only one word.
• Recite the Scout Oath.

AFTER THE MEETING

• Record completion of requirement 5 and requirements completed at home.
• Work together to clean up the meeting place.

Upon completion of the Bear Picnic Basket adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by present-
ing the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

MEETING 2 RESoURCES
FOIL DINNER INSTRUCTIONS
Charcoal should be lighted prior to preparing the foil dinners. This should be overseen during the entire
cooking process by an adult.

Provide each Scout with two layers of lightweight foil or one layer of heavy-duty foil. A square sheet the
width of the roll will work just fine, shiny side up. Some folks smear a layer of butter or margarine on the
foil to start.

Have Scouts place a hamburger patty on the foil. (Remind everyone to wash their hands after handling raw
meat. If chicken is chosen as an alternative, it should be precooked to avoid any chance of contamination.)
The Scouts may then add diced potatoes, carrots, onions, broccoli, or whatever else they wish to add.
Vegetables should all be cut to about the same thickness to help them all cook evenly. Starting with a
cabbage leaf and then adding the meat will keep the meat from burning.

Encourage the Cub Scouts to add a little onion; even if they’re not going to eat it later, it really helps the
flavor. Season with salt, pepper, garlic salt, etc. They may want to add a handful of rice; just add a few
ice cubes with the rice, and it will turn out great!

Demonstrate and help each Cub Scout fold the foil edges up over their food. Holding the two sides
together at the top, fold them down once, crease gently, then fold down again and crease. This is known
as a “flat pack.” The object is to seal the moisture in the package. Try not to rip the seams, but if a Scout
does, they can finish wrapping and then repeat with another layer of foil.

The trick is to be able to identify your foil pack later, so have Scouts write their names on the packs with a
permanent marker or scratch their names into a small piece of foil and leave it near the outside. Spread the
white-hot coals shallowly, and distribute the packs evenly on top. Cook the packs for 20 to 30 minutes.

While the dinners are cooking, watch for steam venting from a seam. If that happens, seal the pack by
folding the edge over or wrapping it in another piece of foil. Turn the packs twice during the recommended
time. When it’s close to the completion time, open a corner of a pack and check to see if the meat is done.

Foil Cooking Times

Hamburger: 15–20 minutes Chicken pieces: 20–30 minutes
Hot dogs: 5–10 minutes Pork chops: 30–40 minutes
Carrots: 15–20 minutes Ears of corn: 6–10 minutes
Whole potatoes: 45–60 minutes Potato slices: 10–15 minutes
Whole apples: 20–30 minutes
Cooking times are approximate and will be affected by the depth of the charcoal bed, altitude, temperature
of the food, etc. Frozen packs may be put directly on the fire, but they will take longer to cook.

106 BEAR
 BEAT of ThE DRUM

RATIONALE FOR ADVENTURE

In this adventure, Bears will learn about another culture and how it might relate to them.

They will have the opportunity to learn about American Indians and their customs, including crafts, ceremonies,
music, and dance. They will also learn the importance of living the Scout Oath and Scout Law.

TAKEAWAYS FOR CUB SCOUTS

• Developing observation and listening skills
• Following instructions
• Practicing teamwork
• Living the Scout Oath and Scout Law
• Having fun while learning about and respecting others
RACTE
HA

• A Scout is courteous.
C

CO S
M PA S

Bear Handbook, page 150

ADVENTURE REQUIREMENTS
Complete requirement 1 plus two others from requirements 2–4.
1. Learn about the history and culture of American Indians or other indigenous people who lived in your
area long ago.
2. Create a legend by building a diorama, writing a story, or presenting a skit.
3. Complete one of the following:
A. Make a dream catcher.
B. Make a craft similar to one made by American Indians or indigenous people.
C. Make a drum. Once your drum is complete, create a ceremonial song.
4. Complete one of the following:
A. Visit an Order of the Arrow dance ceremony.
B. Visit an American Indian event or an event presented by other indigenous people.
C. Learn and demonstrate ceremonial dance steps.
D. Create a ceremonial dance.

BEAT of ThE DRUM 107

 NOTES TO DEN LEADER
This adventure has several choices based on which activities you choose to do with your den. These den
meeting plans, when followed as written, meet the requirements to earn this adventure. If you choose to
make adjustments, be sure you complete at least the minimum requirements.
In this adventure, Bears will explore American Indian history and culture. If possible for Meetings 1 and 2,
invite representatives from local American Indian groups or the local Order of the Arrow lodge who can
assist with information and activities. Review requirement 1 with those representatives. Invite them to
share the information with the den on their visit to help complete this requirement, or plan to fulfill
requirement 1 during the outing.
Meeting 3 will be a den outing to a location or event where Bears can learn more about American Indian
culture. In advance of the outing, the leader will need to make arrangements with the outing location
and confirm the outing plan with families, including transportation and any additional items they need
to bring. Make sure activity consent forms are distributed, signed, and collected. Review the complete
adventure and make plans for each meeting well in advance in order to secure visitors and confirm all
necessary outing details.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Copy of the Scout Oath and Scout Law
• Materials for gathering game (See Meeting 1 Resources.)
• Dream catcher supplies (See Meeting 1 Resources.)
• Pony bead zipper pull craft (See Meeting 1 Resources.)
• If desired, American Indian music from the music source of your choice may be used to enhance
this adventure.
• You may wish to invite an expert on American Indian culture for the Talk Time portion of this meeting.
• Prepare in advance thank-you notes for the Bears to sign and present to any visitors at Meeting 1 or
Meeting 2.

GATHERING
◆ Qua’quallis Game
Materials:
• Canning jar rings or curtain rings
• ½-inch-thick dowel, cut into 12-inch pieces
• String cut into 30-inch lengths
This American Indian game originally would have used hollow bones (as rings) and a sharp stick. Drill a small
hole through each dowel about 1 inch from the end. Thread one end of the string through the hole, and tie a
knot to hold it in place. Tie the other end of the string to the ring. Holding the stick in your hand, “throw” the
ring into the air by quickly snapping your hand upward. Try to spear the ring with the end of the stick.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME
• Carry out business items for the den.

108 BEAR
• Allow time for sharing among Cub Scouts.
• Introduce the Beat of the Drum elective and the legend of the dream catcher. (See Meeting 1 Resources.)

ACTIVITIES
◆ Activity 1: Den Legend (Requirement 2)
• Have the Bears write a short legend about their den. Allow each Scout to have input in the story.
Have them share the story with their parents.

◆ Activity 2: Dream Catchers (Requirement 3A)

• Using the directions in the Bear Handbook, make dream catchers.

◆ Activity 3: Make a Craft (Requirement 3B)

• If an additional activity is needed during the meeting, Bears can make a zipper pull using pony beads
(see Meeting 1 Resources); OR you may send this activity home with the Scouts to be completed and
brought to the next meeting.
• Bears also have the option to make a craft of their own choosing, such as the talking stick craft
described in the Bear Handbook.

CLOSING
• Akela’s Minute: Spend a few moments reflecting on the information shared with the members of the
den and the game they played. Ask them to mention one new thing they learned during this meeting.
• Give the den yell.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 2, 3A, and 3B.
• Work together to clean up the meeting place.

MEETING 1 RESoURCES
TALK TIME
This time can be enhanced by sitting on the floor, dimming the lights, and/or playing soft American
Indian music. Feel free to make changes that suit the needs of your den. You may also invite an expert in
American Indian customs to give this presentation.

Explain that one of the exciting things we get to do as Scouts is to learn about other cultures. American
Indians have a culture that is all their own and has developed over many generations. Some examples of
traditional American Indian customs might be:

• Medicine men or women (tribe healers and spiritual leaders)

• Animal totems (animals associated with an individual)
• Code of ethics (codes to monitor behavior as a community)
• Love of the land (belief in being connected to all of one’s surroundings)
American Indians also have traditionally made many beautiful crafts. They used natural plants for color
dyes and also traded for beads and buttons to add to their clothing and the items they used.

Have the Scouts reflect on whether any of the customs you are discussing sound similar to parts of their
own culture.

Explain what a “legend” is. One example of a legend is the story of the American Indian dream catcher.
(Bears will have an opportunity to write a legend during the activity portion of this meeting.)

BEAT of ThE DRUM 109

 ◆ The Legend of the Dream Catcher
Long, long ago, American Indians discovered the night air was filled with dreams, both good and bad.
They believed there must be a way to protect a sleeper by catching the bad dreams but letting the good
dreams stay free. So they wove a “dream catcher”—a web in a circle with holes for the good dreams to
pass through. The dream catcher was placed on watch over a bed, hanging freely. The first night, the
bad dreams rushed to the bed to enter the sleeper and tried to pass through the dream catcher. But they
did not know their way, so they became tangled in the lines of the web. The good dreams knew how to
pass through the holes and then slide down the soft feathers so gently that the sleeper did not know that
he or she was dreaming. As morning began to arrive, the bad dreams that were tangled in the dream
catcher perished with the first light of the new day.

ACTIVITY 3: MAKE A CRAFT (REQUIREMENT 3B)

Pony Bead Zipper Pull
Materials for Each Bear:

• A variety of pony bead colors, if Bears will create their own designs
• 58 blue beads and 23 yellow beads, if Bears will create the
example shown
• One lanyard hook per Bear
• 3 yards of cord for each Bear
Find the center of the cord. Tie the cord to the lanyard hook, or tie a knot to create a loop at the top of
the pull. Add beads to one end of the cord, and lace the other end of the cord back through the beads
after each row. Have Bears count the beads as they work to follow the pattern in the example, or have
them make up their own patterns. Tie a double knot when finished, and add additional beads or feathers
as decoration.

MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Supplies for Pokean (See Gathering.)
• Supplies for making a drum (See Activity 2.)
• Prior to this meeting, make arrangements if possible for one or more members of your council’s Order
of the Arrow lodge or for a representative from an American Indian group to attend this meeting. (See
www.oa-bsa.org for more information regarding the Order of the Arrow.) Request that they wear
American Indian regalia and assist the Scouts with learning ceremonial dance steps. Ask them to bring
whatever mode of music this will require. Your local council office can help you contact the lodge. As
an alternative, you could invite someone who has knowledge of American Indian ceremonial dancing.
• If the den has completed requirement 1 already, request that Order of the Arrow members or
other guests discuss the history and culture of the American Indians who lived in your area.
• Have thank-you notes signed by the Scouts for any special guests at the meeting.
• Prepare thank-you notes for Bears to sign for the upcoming den outing.

GATHERING
Pokean
The game of pokean, which originates with the Zuni tribe of New Mexico, involves seeing how many
times a player can use their hand to hit a shuttlecock made of cornhusks and feathers before it falls to
the ground.

To make the shuttlecocks, collect corn husks but do not allow them to become too dry. Each Bear will
need three corn husks. Fold one corn husk in thirds to make a pad. Then lay the other two across each
110 BEAR
other and place the pad in the center. Fold the two flat husks across the pad and bring the ends into the
center, wrapping them with another small husk or twine. Glue two or three feather into the top with white
glue to make the pokean twirl in the air.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance.
• Have the den form a tight circle with the den flag in the center. Each Scout should grasp the flagpole
with the left hand, make the Cub Scout sign with the right hand, and say the Scout Oath.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Introduce the Order of the Arrow member(s) or the American Indian expert. Ask the guest(s) to
share about American Indian clothes, decorations, and ceremonial dancing. Ask the guest(s) to
demonstrate some ceremonial dance steps.

ACTIVITIES
◆ Activity 1: American Indian Dance (Requirements 4C and 4D)
Have the Scouts learn a couple of the dance steps demonstrated by the guest(s). With the help of the
guest(s), have the Scouts create their own ceremonial dance.

◆ Activity 2: Make a Drum (Requirement 3C)

Materials:
• Large empty container that has a lid (coffee can, oatmeal container, etc.)
• Material to stretch across the top if the lid will not be used. Options include vinyl fabric or latex
balloons (check for allergies first).
• Large rubber bands
• Construction paper
• Feathers
• American Indian designs reflecting tribes from your area
• Scissors
• Glue
Instructions: Cut out circles of fabric or cut the tops off of balloons, allowing enough extra material to stretch
over the edges of the drum base. Attach the top with a rubber band. Cover the can with construction paper of
your choice. Either cut out or draw designs on the sides of the can. Decorate with feathers, stickers, etc.

CLOSING
• Have the Scouts give the Bow and Arrow Cheer to their guest(s). Have them motion as if shooting
arrows while saying “Zing!” with each arrow. They should then present their thank-you notes.
• While seated in a circle on the floor, lead the Bears in a reflection on this meeting and have them
share any new things they learned.
• Have the members of the den stand and recite the Scout Law.
• Remind Scouts of the upcoming den outing, and be sure families have all necessary travel information.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 3C, 4C, and 4D.
• Work together to clean up the meeting place.

BEAT of ThE DRUM 111

 MEETING 3 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Make arrangements to visit a place or event that presents American Indian culture. This outing will
reinforce the information learned at the previous two meetings.
Some examples are:
—Order of the Arrow dance event in your council or one nearby
—American Indian event or powwow
—State park, museum, or local college that has American Indian artifacts
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• See if a guide is available to assist the group and answer questions from the Scouts.
• The unit den leader should bring a copy of the Guide to Safe Scouting.

GATHERING
Remind everyone that it is important to stay together, be on their best behavior, and use the buddy
system. Have Bears share things they would like to learn about during the visit.

OPENING
• Recite the Pledge of Allegiance.

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1: Outing (Requirement 4A or 4B)
Enjoy the visit to the selected destination. If your group has a guide, encourage the Bears to ask questions
during the tour.

CLOSING
• Give thank-you notes to people who helped with the outing.
• Plan a cheer ahead of time to show appreciation for this help. The Bow and Arrow Cheer from the
previous meeting is a good example.
• Have Bears reflect on what they learned and the parts of the visit they found most interesting.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 4A or 4B.

Upon completion of the Beat of the Drum adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

112 BEAR
 CRITTER CARE

RATIONALE FOR ADVENTURE

Bear Scouts will learn how caring for a pet fosters responsibility and offers a sense of companionship
that they can nurture and cherish throughout their lives. This adventure also gives them an opportunity to
learn about the many ways animals return the favor and assist people in need.

TAKEAWAYS FOR CUB SCOUTS

• Following directions
• Learning the benefits of having loyal pets and being loyal to them in return
• Showing respect and kindness for animals
• Developing patience and perseverance as they train their pets
RACTE
HA

• A Scout is kind.
C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 164

Complete all of the following:
1. Do one of the following:
A. If you have a pet, make a list of tasks that you did to take care of the pet for two weeks.
B. If you do not have a pet, research one that you would like to have and prepare a report about the
care it needs.
2. Complete one of the following:
A. Make a poster or a PowerPoint presentation about your pet or a pet that you would like to own.
Share the poster or presentation with your den, pack, or family.
B. Make a poster or PowerPoint presentation explaining three ways that animals can help people.
Share the poster or presentation with your den, pack, or family.
3. Complete at least one of the following and share with your den, pack, or family:
A. Visit with a local veterinarian or an animal shelter caretaker. Find out what types of animals he or
she might see on a regular basis and the types of care he or she gives to them.
B. Learn about careers that involve the care of animals. What education, training, and experience
are required?

NOTES TO DEN LEADER

Much of this elective will need to be completed at home with the Scout’s family. Tell the Scouts they
will need to let you know when they have completed requirements 1 and 2.
Also, you will need to be sensitive to any pet allergy issues within the den.
Meeting 3 will be a den outing to a veterinarian’s office or an animal shelter. In advance of the outing,
the leader will need to make arrangements with the outing location and confirm the outing plan with
families, including transportation and any additional items they need to bring. Make sure activity
consent forms are distributed, signed, and collected.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

CRITTER CARE 113

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials for the Who Am I? game (see Gathering)
• Invite a guest who trains animals to assist others, and ask if they can bring one of the animals for a
demonstration. Some examples: K-9 trainers in the police department, people who train animals for
special services (e.g., seeing eye dogs, search and rescue), or experts in pet therapy (visiting hospitals
and retirement homes).
• Request a demonstration from someone who has an unusual pet (e.g., a snake or other reptile) or
someone who trains animals for obedience, agility, tricks, etc.

GATHERING
Materials for Who Am I? game:
Pictures of different types of pets; safety pins, badge clips, or tape

Instructions:
As each Scout arrives at the meeting, attach one of the pictures to the Scout’s back without showing it
to them. Then the Scout will go to the other members of the den and ask questions about the animal in
their picture to try to figure out which animal it is. Continue until everyone has guessed correctly.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have each Scout answer the roll call with a sound made by their animal from the Who Am I? game.
If the pet is quiet (e.g., a fish or hermit crab), the Scout can make hand gestures or facial expressions.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Tell the Scouts to name some ways animals can help people (requirement 2B). Make sure each of
these topics is covered:
— Animals can be trained to assist police and emergency crews. K-9 dogs help police officers with
their patrols and arrests, bomb-sniffing dogs search for explosives, drug-sniffing dogs locate
illegal drugs hidden in vehicles or elsewhere, search-and-rescue animals can find someone who
is lost or trapped.
— Pets can be trained to serve special purposes in the lives of their owners. Just a few examples:
They can assist people who are blind, experience seizures, or have diabetes. Have you ever
noticed a sign on the door of a public building that says service animals are allowed? This makes
it possible for special-purpose pets to accompany their owners and keep them safe.
— Pets offer loving companionship. Caring for a pet can lift our spirits and reduce our stress and
anxiety. They also make “good listeners” when we need to talk to someone. Emotionally, pets
play a valuable role in their owners’ well-being.
— Pets can keep us physically active. Just caring for our pets each day gets us off the couch and
moving around. They can even double as “workout partners,” providing us with opportunities for
exercise through activities like walking, jogging, or simply playing a game of fetch.
— Care must be taken around stray, unfamiliar, or wild animals. Remember that animals can bite
and, if infected with rabies, they can spread the disease to people.

114 BEAR
ACTIVITIES
Three optional activities, depending on whom you have invited as a guest:

◆ Activity 1: Working Animals (Optional)

If your guest trains animals for special services, ask if they can explain the training process to the Scouts
and what job the animals do. Invite the Scouts to ask questions.

◆ Activity 2: Dog Training (Optional)

If your guest is a dog trainer, ask them to demonstrate how a dog is trained. Allow time for everyone to
ask questions and, if possible, assist the dog with some tricks.

◆ Activity 3: Unusual Pets (Optional)

If your guest has an unusual pet, ask them to introduce the pet to the den. Give the Scouts some time
for questions and safe interaction with the pet.

CLOSING
Have the Scouts stand at attention and repeat the 12 points of the Scout Law. Ask each Scout to name
which of the points they might use in this adventure.

Do-at-Home Project Reminder:

They will also need to do requirements 2A or 2B and share their poster or PowerPoint
presentation with the den.

AFTER THE MEETING

• Serve refreshments, if desired.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Bears to sign at the next meeting. The notes should be given to
anyone who helps with the outing. Remember to mail one to the guest who helped at Meeting 1.

MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Items to serve as obstacles in the gathering activity (e.g., chairs, cardboard boxes, small cones)
• Poster paper
• Markers, colored pencils, or crayons
• A story to share with the Scouts about a pet hero (see Closing)

GATHERING
Set up an agility course for the Scouts to run through when they arrive, using items you have brought or
items available at the meeting site. Explain to them that some pets, including dogs and cats, can be terrific
“athletes,” and a common activity for athletes is to run an agility course. Have them take turns going
through, around, over, and under the obstacles to see who can make the best time. After the Scouts finish
the course, you can make things more challenging by having them go through it backward, with one eye
closed, hopping on one foot, etc. Make sure at least one adult is on hand to ensure safety.

CRITTER CARE 115

 OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have Bears answer the den roll call by finishing this statement: “If I could own any pet in the world,
it would be a ________.”

TALK TIME
• Carry out business items for the den.
• Have each Scout share with the group their poster or PowerPoint presentation for requirement 2A or 2B.
• Share the story of Balto the Sled Dog.
• Review plans for the next den meeting, an outing to a veterinarian’s office or an animal shelter.

ACTIVITIES
◆ Activity 1: Pet Posters (Requirement 2A)
Have each Bear Scout create a poster about their pet based on the information they learned in their research
or just things they have observed—their pet’s favorite food, favorite activities, the pet’s age and breed, etc.

CLOSING
Akela’s Minute: Reflect with the Scouts that just as they come in all shapes and sizes, our pets do as
well. And sometimes our pets love us so much that they perform heroic feats to help us. People have
been helped by dogs, cats, horses, and other animals. Tell them the story of Balto (see Meeting 2
Resources) or another pet hero you select.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 2A or requirement 2B.
• Work together to clean up the meeting place.
• Pass out activity consent forms for Scouts to have signed by a parent or guardian before Meeting 3, the
den outing to a veterinarian’s office or animal shelter. Confirm the location and transportation plans.
• Have the Scouts sign thank-you notes for the guest at last week’s meeting and anyone helping with
the outing.

MEETING 2 RESoURCES
◆ The Story of Balto the Sled Dog
In the year 1925 in Nome, Alaska, there was a terrible diphtheria
outbreak that made many, many people sick. Not enough
medicine was available to treat all the sick people because no
vehicles could make the trip in the terrible snowstorm that had
developed. Then teams of mushers with their sled dogs
stepped up and decided they would battle the blinding blizzard
and make the trip of 674 miles to deliver the medicine.

Balto was one of the heroic lead dogs who helped the people
of Nome. He proved himself on the tough Iditarod Trail, and
also by saving his team in the Topkok River when they almost
lost the sled. Balto was able to stay on the trail in near Statue of Balto in Central Park, New York City
whiteout conditions; the man who drove the sled team said
he could hardly see his hand in front of his face. Many others helped that night, but Balto, who led the
final leg of the trip, was chosen to be honored for his dedication.

116 BEAR
MEETING 3 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Be sure all arrangements are made for the den to visit a local veterinarian’s office or animal shelter.
Contact the location well in advance and confirm all plans with the office manager.
• Confirm that transportation to and from the site is in place. Secure signed activity consent forms.
• Have thank-you notes prepared for staff members at the location and anyone who helps with the outing.

GATHERING
• Remind Scouts to be courteous during the outing.
• Remind everyone of the importance of staying together and being on their best behavior.
• Use the buddy system.
• Review any questions the Scouts want to ask to make certain all are appropriate.

OPENING
• Assemble the group, and review any conduct rules and the buddy system.
• Say the Pledge of Allegiance.
• Ask Scouts to name points of the Scout Law they will demonstrate during the outing (friendly,
courteous, etc.)

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1 (Requirements 3A and 3B)
• During the visit to the veterinarian’s office or animal shelter, find out what types of animals the staff
usually sees. Have the Scouts ask the questions they prepared for the veterinarian or shelter caretaker.
Some possibilities:
— How many years did you go to school?
— Do you have to work on nights or weekends?
— What classes should I take in school if I choose this career for myself?
— What is your favorite part of taking care of animals?
— Do pets have allergies just like people?

CLOSING
Assemble all the Scouts and have them thank any staff members at the facility or parents who helped
with the outing. Be sure to give them the thank-you notes.

AFTER THE MEETING

• Record completion of requirements 1 and 3.

Upon completion of the Critter Care adventure, your Bears will have earned the adventure
loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

CRITTER CARE 117

 NOTES

118 BEAR
 foRENSICS

RATIONALE FOR ADVENTURE

This activity will help the Bear Scout learn about being observant, looking for clues, and solving situations
with those clues.

TAKEAWAYS FOR CUB SCOUTS

• Learning observation and listening skills
• Following instructions
• Working with a team
• Helping others
• Problem solving
RACTE
HA

• A Scout is loyal.
C

CO S
M PA S

Bear Handbook, page 174

ADVENTURE REQUIREMENTS
Complete all of the following:
1. Talk with your family or den about forensics and how it is used to help solve crimes.
2. Take your fingerprints and learn how to analyze them.
3. Complete one of the following:
A. Learn about chromatography and how it is used in solving crimes. Do an investigation using
different types of black, felt-tip markers. Share your results with your den.
B. Do an analysis of four different substances: salt, sugar, baking soda, and cornstarch.
4. Complete one of the following:
A. Visit the sheriff’s office or police station in your town. Find out how officers collect evidence.*
B. Learn about the different jobs available in forensic science. Choose two, and find out what is
required to work in those jobs. Share what you learn with your den.
C. Learn how animals are used to gather important evidence. Talk about your findings with your den.
*Note that this may be done during the same visit as “Paws for Action” requirement 3A.

NOTES TO DEN LEADER

Meeting 3 will be an outing to a sheriff’s office or police station. In advance of the outing, the leader
will need to make arrangements with the outing location and confirm the outing plan with families,
including transportation and any additional items they need to bring. Make sure activity consent forms
are distributed, signed, and collected.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

foRENSICS 119
 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• “Tree cookie” illustrations or examples, if available, for Talk Time (A tree cookie is a sliced portion of a tree
stump that indicates the tree’s history and how the environment affected its growth. Some educational
websites offer a variety of tree cookies, or you might look into available resources through your local council.)
• Fingerprint analysis supplies: balloons, index cards, and washable ink
• Shoe impression: chalk, dark-colored paper
• Chromatography: paper towels or coffee filters, different black pens/markers, scissors, bowl or glass,
small amount of water, pencil, and tape

GATHERING
The Detective Game: Two Scouts are detectives and are sent out of the room. The others choose an object
that the detectives will try to discover, such as a piece of furniture, a book, or a button on someone’s clothing.
The detectives are called back, and they try to solve the mystery by asking each of the other players only three
questions. Suggest that they first narrow their search to a specific area of the room and then identify the object.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Bears can sing “The Bear Went Over the Mountain” to fit the theme of being searching detectives.

The Bear Went Over the Mountain

The bear went over the mountain,
The bear went over the mountain,
The bear went over the mountain,
To see what he could see.
And all that he could see,
And all that he could see,
Was the other side of the mountain,
The other side of the mountain,
The other side of the mountain,
Was all that he could see.

TALK TIME (REQUIREMENT 1)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Introduce the Forensics elective adventure. Explain what forensics is, how it is helpful to us, and how
it is used in the solving of crimes. Talk about the different things at a crime scene that can be used
as evidence.
• Ask questions about the Detective Game they played such as:
—Did certain questions make solving the case harder or easier?
—Could they have solved the case by asking only one question?
—Would solving the case have been easier if they could have asked more than three questions?

120 BEAR
• Discuss fingerprints and how each person’s fingerprints are unique. Then compare the use of finger-
prints in solving crimes to the use of tree cookies in finding out what happened with a tree. Have the
Scouts look at some illustrations of tree cookies and talk about what tree cookies tell us. Then talk
about what fingerprints tell us. Show illustrations of the three basic fingerprint patterns.

ACTIVITIES
◆ Activity 1: Fingerprint Analysis (Requirement 2)
Let each Bear use a balloon or a plain index card to make a fingerprint. (Note: If you plan to use balloons,
be sure there are no latex allergies in the group.) Refer to the Bear Handbook for instructions.

Materials:
• Balloons (at least one per Scout)
• Index cards
• Washable ink
1. Have each member of the den take a balloon. Before they blow it up, they should place a finger in the
washable ink and then carefully press that finger on the surface of the balloon. If Bears would like,
they can put more than one fingerprint on their deflated balloons.
2. Allow the fingerprints to dry for a couple of minutes.
3. Scouts blow up their balloons, blowing only a small amount of air at a time. Each Scout should stop
periodically to take a look at the print as it gets larger. Have the Scouts tie the balloons before the
print is too large and becomes blurry.
4. Have the Scouts describe what they see looking at their prints.

◆ Activity 3: Chromatography (Requirement 3A)

Chromatography is a method to separate the components of a substance so it can be analyzed. The
steps for chromatography can be found in the Bear Handbook. It may be helpful to review the steps and
test the process before the den meeting.

Materials:
• Black, nonpermanent felt-tip pens (have several
options as only some will work)
• Coffee filter
• Scissors
• Small glass with water
• Newspaper
You can see through this process that black ink is actually a mixture of colored inks. The different colors
have different weights, and they can be separated using this form of chromatography.

CLOSING
• Akela’s Minute: Seat the den members in a circle on the floor. Spend a few moments reflecting on
the activities and the game that they played. Have each Scout share one new thing that they learned
during the meeting.
• Confirm the location of the upcoming outing. Tell each Scout to think of two questions they can ask
at the law enforcement office.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 2, and 3A.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Scouts to sign at the next meeting.

foRENSICS 121
 MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Checker puzzle supplies for Gathering: a copy of the instructions for each member of your den; a
bucket of checkers, discs, bottle caps, or similar items
• Materials for Missing Pieces Opening (See Meeting 2 Resources.)
• Powder Analysis activity supplies: magnifying glass, chalk, salt, sugar, baking soda, cornstarch,
black paper, and the chart in the Bear Handbook for recording the analysis
• If you choose to do Activity 2, set up a “crime scene” in an appropriate space indoors or outdoors
that will allow the Scouts to look, discover, and analyze what is in the area and solve the “crime.”
• The den leader or a designated adult should go ahead of time to prepare the scene. Depending on
the area available, try to mark off a space of 3 or 4 square feet and leave things there that may be
considered evidence.
• You can make shoe prints or—with permission from the property owner—drop small items like a gum
or candy wrapper, an apple core, or piece of paper with part of a phone number on it. The items
could be any kind of small “clues” that might be used to determine who was there.
• You may also invite a professional—a police officer or other individual who has knowledge of working
with detection and/or forensics. This person will be able to help with the questions and clues.

GATHERING
Have Bears try the Checker puzzles. (See Meeting 2 Resources.)

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have Bears participate in the Missing Pieces Opening. (See Meeting 2 Resources.)

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among the Scouts.
• Discuss with Bears the need for observation skills when faced with a mysterious situation. Emphasize
that each and every piece of a puzzle usually means something.
• Tell everyone that they will be visiting a local law enforcement agency during their upcoming outing.
Ask them to consider questions they might ask the people who work there. Consider recording the
questions to help Bears remember them during the visit.

ACTIVITIES
◆ Activity 1: Powder Analysis (Requirement 3B)
Forensics chemists help analyze evidence that is found at a crime scene. Explain to the Scouts how
powder analysis is done. (See the instructions in the Bear Handbook.)

Materials:
• Sheets of black paper (two per Scout)
• White chalk
1. Give each member of the den one sheet of black paper and have them use the chalk to list the
following items the paper: sugar, baking soda, salt, and cornstarch.

122 BEAR
2. Put a small amount of each item on the paper next to its name.
3. Using the chart in the Bear Handbook or on a separate sheet of paper, have each Scout analyze the
substances and fill out the chart.
4. When this is done, bring Bears together and discuss their findings.
5. Now give each member of the den a new piece of black paper and put each of the substances on the
paper without labeling them. Have Bears try to identify each substance. Discuss how they were able
to determine what each substance was.

◆ Activity 2: Crime Scene Detection (Optional)

The idea of this activity is to have the Scouts go to an area that has been marked off and look for clues
that could be used as evidence. This gives them the opportunity to use the knowledge they gained about
collecting evidence and the importance it plays in solving questions.

1. Have Bears gather around the area that you have marked off. Explain that they will be collecting clues
to try determining who was in the area.
2. Ask them to consider the following:
a. Has someone or something recently passed through this area?
b. Was it a human or an animal?
c. Male or female?
d. Adult or child?
e. Can we figure out what they were doing there?
f. If they find an apple core (or other item), was it dropped by the same person or someone else?
As the Cub Scouts discover the clues, help them analyze each one to solve the mystery. For instance, if
they see a shoe print, ask them to look at it. Is it a small shoe, a larger shoe, a sneaker, etc.? They might
find a gum wrapper; is it a kind of gum that an adult might chew, or is it bubble gum (which would
suggest they’re looking for someone younger)?

If you have a visitor (forensics professional, detective, or police officer), have this guest talk with the Bear
Scouts about what they found and point out what they might have missed. Discuss how what they
missed could be important information used in solving crimes.

CLOSING
• Do the Case Solved Cheer. Split the den into two groups. When the leader points a finger at the first
group, they will say, “Case.” When the leader points a finger at the second group, they will say,
“Solved.” Do this three times, getting louder each time until all the Scouts say in unison, “Case solved!”
• Review details for the upcoming outing in Meeting 3. Make sure all Scouts and their families know
the plans.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 3B.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Scouts to present at the den outing.

foRENSICS 123
 MEETING 2 RESoURCES
CHECKER PUZZLES
Think of the puzzles below as crime scenes. The Scouts must collect the “evidence” and then analyze it to
solve the “crime.” Note that a row does not always need to be horizontal and checkers may be stacked.

Materials:
• Copy of instructions for each Scout
• Bucket of checkers, discs, bottle caps, or similar items

Puzzle Setups Solutions

1. Place 10 checkers in five rows with four checkers
in each row.

2. Put seven checkers in four rows with three checkers

in each row.

3. With six checkers arrange two rows, having four in

each row.

4. Put nine checkers in three rows with three checkers

each. Now, rearrange the nine checkers to form
rows of four checkers per row.

5. Upside-down pyramid: First, arrange 10 checkers to

form a triangle with four in the bottom row, three in
the second row, two in the third row, and one on top.
Now, moving only three checkers, turn the triangle so
that it points down instead of up.

MISSING PIECES OPENING

You will need a puzzle with just a handful of pieces, but enough to give one to each person at the
meeting (Scouts, den chief, leaders, etc.). This can be a simple child’s puzzle or one you make from
cardboard with a picture glued on and cut out into puzzle pieces.

Some of the puzzle pieces should be put together on a table before the meeting with the missing sections
spread out so it is very obvious where the others go. Then the den chief or denner hands each person a
piece. Ask Bears to look at the puzzle and see if they can tell what the picture is. Then have them go
forward, either one by one or as a group, and insert their pieces into the puzzle. After the Scouts are
finished, the leaders should do the same.

Now that the puzzle is complete, remind everyone that until all the pieces were in the right place, they
could not see the entire picture.

124 BEAR
MEETING 3 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Plan well in advance for your visit to a local sheriff station, police station, or forensics lab. When
you contact the location, explain the reason for the visit and ask about the possibility of having
hands-on activities.
• As an alternative, a professional from the location could visit the den meeting as a guest. However,
the excitement of an on-site tour will reinforce the learning experience for the Scouts.
• Review any questions the Scouts want to ask to make certain they are appropriate.
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.
• Have thank-you notes prepared for staff members at the location and anyone who helps with the outing.

GATHERING
• Remind everyone of the importance of staying together and being on their best behavior.
• Use the buddy system.
• Once you arrive, identify where restrooms are located.

OPENING
• Most government facilities will have a flagpole available. Your den may wish to hold a simple
flag ceremony. You may also want to invite members of the group you are visiting to take part
in this ceremony.
• Ask Scouts to name points of the Scout Law they will demonstrate during the outing.

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1 (Requirements 4A, 4B, and 4C)
• Visit a local sheriff or police station or a forensics lab.
• Have the Scouts ask the questions they prepared.
• Ask the professional you are visiting to share about the different jobs available in the forensics field.
• Discuss the role animals can play in forensics.

CLOSING
• Plan a cheer in advance to give to helpers at the tour site.
• Have Scouts give the thank-you notes prepared in advance.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 4A, 4B, and 4C.

Upon completion of the Forensics adventure, your Bears will have earned the adventure
loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

foRENSICS 125
 NOTES

126 BEAR
 GRIN AND BEAR IT

RATIONALE FOR ADVENTURE

In this adventure, Cub Scouts will learn the value of helping other people have fun. The goal is to make
sure everyone is wearing a grin!

TAKEAWAYS FOR CUB SCOUTS

• Cooperating on a project
• Planning an event
• Showing empathy for younger children
• Demonstrating appreciation for others
RACTE
HA

• A Scout is loyal, friendly.

C

CO S
M PA S

Bear Handbook, page 186

ADVENTURE REQUIREMENTS
Complete at least four of the following:
1. Play a challenge game or initiative game with the members of your den. Take part in a reflection after
the game.
2. Working with the members of your den, organize a Cub Scout carnival and lead it at a special event.
3. Help younger Cub Scouts take part in one of the events at the Cub Scout carnival.
4. After the Cub Scout carnival, discuss with the members of your den and your den leader what went
well, what could be done better, and how everyone worked together to make the event a success.
5. With your den, develop a thank-you cheer to recognize those who helped organize the Cub
Scout carnival.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
This adventure culminates in a Cub Scout carnival. The carnival can take place as part of your monthly
pack meeting. Planning in advance of the event will ensure that it will be a success. There is no outing
associated with this adventure; the implementation takes place at the pack meeting.
The goal is to help the Cub Scouts take on as much of the responsibility for leading activities at the
pack meeting as possible. Practicing in advance with simple and enjoyable games will prepare everyone
for success.
Because this adventure culminates in a pack meeting event, you will need to coordinate with the
Cubmaster. If your den is small, enlist the aid of parents and/or others to help at the pack meeting.

GRIN AND BEAR IT 127

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Gathering activity—Joking Around (See Meeting 1 Resources.)
• Games—materials as needed for games that the leader selects (See Meeting 1 Resources.)
• Coordinate the Cub Scout carnival theme with the Cubmaster and other den leaders.

GATHERING
Carry out the “Joking Around” activity. Print out the list of jokes and answers found in the Meeting 1
Resources. Cut them apart and invite Cub Scouts to pair each question with its corresponding answer.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• As part of the flag ceremony, have the denner lead the Cub Scouts in the Scout Oath.
• Sing “We’re Here for Fun,” or select a song from the Meeting 1 Resources or the Cub Scout Songbook
to sing as your opening.

TALK TIME
• Carry out business items for the den.
• Introduce this month’s adventure: hosting the Cub Scout carnival at a pack meeting. Make these points:
—We will play and practice games that the Cub Scouts will share at the pack meeting.
—The den will work together to carry out the Cub Scout carnival.
• Allow some time for sharing among the den members. Ask the Bears to say what they like best about
a carnival and list those things as possible ideas for the pack carnival.

ACTIVITIES
◆ Activity 1: Playing Games (Requirement 1)
• Play three or four games selected from the Bear Handbook or the Meeting 1 Resources. Remind everyone
that Scouts are friendly to one another and kind during both competition and team-building exercises.
• Depending on the weather, you may elect to play inside games or outside games.
• At the end of this activity, discuss the problems they had to solve while playing, what they liked about
the games, and how they could play them better in the future. Encourage the Bears to think about
which games they would like to share with younger Cub Scouts in the pack and how they can help
lead the younger members of the pack in playing the games. With the Bears, decide which games
should be included in the carnival.

CLOSING
Scout Handshake Closing: Have the members of your den form a circle and pass the Scout handshake
from one to another around the circle until it reaches the person who started it. As each Cub Scout
receives the handshake, have that Scout make a wish and pledge to do their best.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 1.
• Have the denner and den chief lead cleanup.
• Share a note with parents to inform them about the Cub Scout carnival theme for the next pack meeting.

128 BEAR
MEETING 1 RESoURCES
GATHERING: JOKING AROUND
Materials needed: Cut apart the questions and the answers. Have the Bears pair each question with the
correct answer.

Questions

How can you tell if an elephant Why did the teacher

has been in your cupboard? draw on the window?

What’s green and yells Why is 2+2=5 like

“Hi Ho, Silver”? your left foot?

Why was it hot after How did the grandmother

a soccer game? knit a suit of armor?

What did the glue say What’s the difference between

to the teacher? a train and a teacher?

Why did the clock in the Why did the Cyclops

cafeteria always run slow? close his school?

Why was the music teacher not Where did the pencil go
able to open her classroom? for vacation?

What flies around the When is a blue school book

kindergarten room at night? not a blue school book?

Why did the students Where do New York City kids

study in the airplane? learn their multiplication tables?

GRIN AND BEAR IT 129

 Why did the student Why was the voice teacher
bring scissors to class? so good at baseball?

Why is it dangerous to What’s the worst thing that can

do math in the jungle? happen to a geography teacher?

What object is king Why did the teacher

of the classroom? go to the beach?

130 BEAR
Answers

He leaves his footprints

To make the lesson very clear!
in the peanut butter.

The Lo-o-o-o-o-n-e Pickle. It’s not right.

Because all the fans had left. She used steel wool!

The teacher says, “Spit your

“I’m stuck on you.” gum out,” and the train says,
“Choo-choo!”

At every lunch, it went

Because he only had one pupil.
back four seconds!

Because her keys were

To Pennsylvania.
on the piano.

The alpha-BAT. When it is read!

Because they wanted

Times Square.
higher grades.

Because she had the

She wanted to cut class!
perfect pitch.

Because when you add four

Getting lost.
and four you get ate (eight).

The ruler! To test the water.

GRIN AND BEAR IT 131

 OPENING SONGS

We’re Here for Fun

Tune: “Auld Lang Syne”

We’re here for fun right from the start,

So drop your dignity;
Just laugh and sing with all your heart,
And show your loyalty.
May all your troubles be forgot,
Let this night be the best;
Join in the songs we sing tonight,
Be happy with the rest.

The More We Get Together

Tune: “Ach, du lieber Augustin”
The more we get together, together, together,
The more we get together, the happier we’ll be.
For your friends are my friends, and my friends are your friends,
The more we get together, the happier we’ll be.
The more we get together, together, together,
The more we get together, the happier we’ll be.
For you know that I know, and I know that you know,
The more we get together, the happier we’ll be.

If You’re Happy
If you’re happy and you know it, clap your hands. (clap, clap)
If you’re happy and you know it, clap your hands. (clap, clap)
If you’re happy and you know it, then you really ought to show it.
If you’re happy and you know it, clap your hands. (clap, clap)
2nd verse: If you’re happy and you know it, stamp your feet. (stamp, stamp)
3rd verse: If you’re happy and you know it, shout “Amen.” (“Amen!”)

ACTIVITY 1 GAME OPTIONS

◆ BODY TAG
Needed: Large, level playing area, any number of players
The den leader chooses one of the Scouts to be “It” by touching that Scout. “It” must then place their
right hand on the spot where they have been touched (arms, chest, back, ankle, etc.), and in this position
they must tag another Scout, who becomes the new “It.” Play until everyone has had a chance to be “It.”

◆ ELBOW TAG
Needed: Large, level playing area, large number of players
All players get a partner and link elbows. (If you have an odd number of players, make one group of
three.) Then all the linked pairs form a circle, and one pair is selected to run first. In the pair, one player is
“It” and begins to chase the other, “the runner,” around the outside of the circle. To be considered “safe,”
the runner must link elbows with a player in another pair before being tagged. The player in the new
threesome who is not linked with the runner becomes the new runner. If the runner is tagged before
linking with one of the pairs, that player becomes “It” and the former “It” becomes the runner.

132 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Gathering: 12 toothpicks for each Cub Scout
• Materials as needed for the selected games (see the Bear Handbook)
• Continue working with the Cubmaster and other den leaders to coordinate the Cub Scout carnival theme.

GATHERING
Toothpick Puzzle: Give a dozen toothpicks to each Scout. Challenge the Bears to put their 12 toothpicks
together to form the names of three states. Each state will take 11 or 12 toothpicks, so they will need to
be created one at a time. (Hint: Each state’s name has only four letters.)

OPENING
Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME
• Carry out business items for the den.
• Review this week’s plan for choosing games to lead during the Cub Scout carnival at the next pack
meeting. Make these points:
—We will play and practice games that the Cub Scouts will share at the pack meeting.
—The den will work together to carry out the Cub Scout carnival.
• Share other notes about the upcoming pack meeting.
• Allow time for sharing among the den members.

ACTIVITIES
◆ Activity 1: Games (Requirement 1)
Play two more games, different from the games played during the previous den meeting. Later, reflect on
the games and ask the Bears how they might help younger Cub Scouts play them at the pack meeting.
(See the Bear Handbook for instructions.)

◆ Activity 2: Carnival Planning (Requirement 2)

Using a piece of chart paper, help the members of your den plan how they will get ready to lead games at the
Cub Scout carnival. Make the tasks concrete and specific so the Bears know what to expect when they
finish. If you can copy the plans and share them with parents the following week, it will help ensure that
everyone is prepared.

GRIN AND BEAR IT 133

 Put the following questions at the top of each column on the paper and help everyone think through
each activity in advance.

1. What do we need to do?

a. We need to decide which game to lead.
b. We need to make a sign for our game.
2. What do we need to bring?
3. Who needs to know our plans?
a. Be sure our parents or guardians know what we will do.
4. How will we help the younger Cub Scouts?
5. How will we know we have done a good job?
Have each Cub Scout select a game to lead during the Cub Scout carnival.

CLOSING
Form a circle. Each member of the den grasps the left hand of the person to their immediate left with
their right hand, crossing their right arm over their left while doing so. This will form a continuous circle
of crossed arms.

Den leader or den chief: May the Great Master of all Scouts be with us until we meet again.

AFTER THE MEETING

• Serve refreshments, if desired.
• Work together to clean up the meeting place.

MEETING 3 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Poster with the Scout Oath (or refer to the Bear Handbook)
• Materials for balloon animals
• Equipment for selected games
• Materials as needed to construct medallions or trophies
• Two sample awards prepared in advance to share as models
• Continue coordination of Cub Scout carnival theme with Cubmaster and other den leaders.

GATHERING
Balloon Animals: Provide balloons and pictures of balloon animals. Scouts may construct balloon
animals as they wait for others to arrive. (See Meeting 3 Resources.)

OPENING
• Denner or den chief will lead members of the den in standing in a circle around the American flag and
reciting the Pledge of Allegiance.

TALK TIME
• Carry out business items for the den.

134 BEAR
• Review this meeting’s adventure, noting these activities:
—Playing and practicing games that the Cub Scouts will share at the pack meeting
—Working together to organize the Cub Scout carnival
—Creating tokens to show appreciation for those who helped run the carnival
• Allow some time for sharing among Cub Scouts.

ACTIVITIES
◆ Activity 1: Trying Carnival Games (Optional)
• Have one or more of the Bears lead the game that they will be responsible for leading at the pack
meeting. Then reflect with the den on how the game went, and discuss how it will be played at the
pack meeting. Be encouraging and supportive.

◆ Activity 2: Making a Cheer (Requirement 5)

Work together to develop a simple cheer for those who helped the den with the circus.

CLOSING
• Den Leader’s Minute: Reflect with the Scouts that in Activity 2 of this meeting, they worked on
appreciating others and giving recognition. Remind them that, while receiving recognition is a great
feeling, a Scout should always be prepared to do their best in every situation whether or not they
receive recognition for their actions.
• Recite the Scout Law.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 5. Requirements 2, 3, and 4 will be completed at the pack meeting.
• Work together to clean up the meeting place.

MEETING 3 RESoURCES
BALLOON ANIMALS
Materials needed: specialty balloons, air pump (if available), marker
Long balloons work best for making balloon animals. Share the pictures below to give the Bears ideas of
what sort of balloon animals they can put together. There are many internet sites with helpful instructions.

Upon completion of the Grin and Bear It adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

GRIN AND BEAR IT 135

 HOW TO MAKE A BALLOON DOG
Materials:
A selection of specialty 260 balloons

Marker

Small hand pump (optional)

Instructions:
1. Blow up the balloon. Leave about 2 inches at the
end uninflated.
2. Starting from the left, create the first three twists. The first
section of balloon should be about 2 inches long for the
dog’s nose. The second two sections should each be about
1 inch long. These will become the dog’s ears.
3. Fold back the first section so it rests against the main part of the balloon. Create a lock twist by firmly
twisting the two ear pieces around each other to lock them in place.
4. Then create three twists about 3 inches apart for the neck and front legs. Create a lock twist around the
second and third sections to hold the legs in place. The balloon should form the front half of the dog.
5. Duplicate step 4 to create the body and back legs and lock them in place. The last section of balloon
will become the dog’s tail. You’re finished!

136 BEAR
 MAKE IT MoVE

RATIONALE FOR ADVENTURE

This adventure teaches the members of the den about action and reaction. Using common objects, Bear
Scouts will learn about chain reactions, pulleys, and levers. They will take all of the things that they learn
and create a fun Rube Goldberg–type machine.

The term “Rube Goldberg” is defined in the Merriam-Webster dictionary as “doing something simple in a very
complicated way that is not necessary.” The use of the term was inspired by the cartoons of Rube Goldberg,
an engineer-turned-cartoonist who lived from 1883 to 1970. Goldberg’s cartoons depict humorous “inventions”
that make use of many principles of physics that Bears will encounter in this adventure. This adventure is all
about creating a chain reaction to accomplish a simple task—and having a lot of fun along the way!

TAKEAWAYS FOR CUB SCOUTS

• Learning about action and reaction
• Cooperating as a den to complete a task
• Encouraging your fellow Scouts
• Looking at common objects (such as dominoes, craft sticks, marbles, string, paper cups)
from different perspectives and exploring how they balance, tip over, stack, and fall to create
Rube Goldberg machines

ADVENTURE REQUIREMENTS
Bear Handbook, page 198
Complete all of the following:
1. Create an “exploding” craft stick reaction.
2. Make two simple pulleys, and use them to move objects.
3. Make a lever by creating a seesaw using a spool and a wooden paint stirrer. Explore the way it
balances by placing different objects on each end.
4. Complete one of the following:
A. Draw a Rube Goldberg–type machine. Include at least six steps to complete your action.
B. Construct a real Rube Goldberg–type machine to complete a task assigned by your den leader.
Use at least two simple machines and include at least four steps.

NOTES TO DEN LEADER

The cartoons of Rube Goldberg are intended to serve as inspiration for the spirit of fun and experimentation
behind the activities in this adventure. As a leader, you will need to review any specific cartoons, drawings,
or videos you might choose to share to ensure they are appropriate for Cub Scouts.
Remind Bears that safety is of the highest importance in all Scouting activities and that all of their inventions
must align with age-appropriate guidelines for Scouts.
Between Meeting 2 and Meeting 3, Scouts will have a Do-at-Home Project for which they will be designing
an imaginary Rube Goldberg machine (requirement 4A). This machine does not need to be something they
can execute, so Bears can use their imaginations to create an invention on paper that would not be possible
to create in reality. Bears will also need to bring materials to Meeting 3 to be used in the den’s creation of a
simple Rube Goldberg machine (requirement 4B). See suggested items in the Meeting 3 Plan.

Consider searching online and previewing some sample videos of the “exploding” craft stick
activity in Meeting 1 and the Rube Goldberg machines in Meeting 2 to share with the den
and generate excitement. You can find a variety of creative machines featured in videos on the
Rube Goldberg official site: https://www.rubegoldberg.com/rube-tube/
MAKE IT MoVE 137
 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials for Sticky Stop game
• Materials and an appropriate space for Activity 1, the “exploding” craft stick chain reaction investigation
• Prepare for the “exploding” craft stick activity by reviewing the instructions in advance and searching
for sample videos online. You might choose to share a video with the Scouts if you feel they will
benefit from seeing an example. Be sure to carefully preview any videos in advance.
• Materials for Knot Circle closing

GATHERING
Play the Sticky Stop game.

Materials:
• Table or other flat surface
• Double-sided tape
• Marbles (probably two per Scout)

Instructions:
Place the double-sided tape at one end of the table. Scouts with marbles are at the other end.

Each Scout must roll their marbles across the flat surface, trying to get the marbles to stick to the
double-sided tape on the opposite end. The trick is to find the correct speed: If it’s too slow, the marble
won’t make it; if it’s too fast, the marble will fall off the table.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance.
• Have the Scouts gather in either a circle or a straight line, standing about arm’s length apart. The den
chief or Akela begins with the words “A Scout is …” He or she then touches the shoulder of one
Scout, who in turn says “Trustworthy” and then touches the next Scout’s shoulder. That Scout in turn
says “Loyal” and touches the next Scout’s shoulder and so on, until all 12 points of the Scout Law
have been recited.
Each Scout must signal the next Scout before the word is said, creating a chain reaction. This can be
tied into the activity later in the meeting.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Introduce Scouts to Rube Goldberg machines and look at the sample cartoon in the Bear Handbook.
Try to pick out different steps—both the logical ones and the funny or creative ones. Remind Scouts
that the inventions in the machines were not intended to actually be made or tried out as they were
drawn. However, many people in recent years have created amazing Rube Goldberg machines using
their imaginations and science.

138 BEAR
ACTIVITIES
◆ Activity 1: “Exploding” Craft Stick Reaction (Requirement 1)
• Review the steps for creating this investigation in advance. Perform a small test reaction to get a
better understanding of the process and any challenges you may encounter.
• Using the steps in the Bear Handbook, work together as a den to create an “exploding” craft stick reaction.

NOTES TO DEN LEADER

This is a great opportunity for teamwork in your den. Be prepared for this to take the entire den activity
time. To build a chain that is approximately 15 feet takes 20 minutes. If you have extra time, have the
Scouts experiment with curves and inclines. Consider using two different colored craft sticks to help
them keep their pattern straight. If you don’t have two different colors, mark one set with a number or
letter to set it apart. If you have a large den you may want to break Bears into smaller groups to stay
within the time frame available for this activity.

• After completing the activity, discuss the reaction the Scouts had to their experiments. Ask questions
such as the following:
— How did the investigation go?
— Where did your team come up against obstacles, and in what way did you solve them?
— If you were to describe your reaction in sounds only, what would it sound like?
— Did you notice how weaving the craft sticks held them together, but you had to use your hand to
hold the end in place until you were ready to let them spring apart?
— How many cups were you able to stack?
— How long of a chain reaction were you able to make?
— Was it easier to do this as a team?

CLOSING
Knot Circle
Materials:
Length of rope or string (6 to 8 inches) for each Cub Scout and each adult who might be in attendance

Instructions:
1. Begin with two Scouts, and have them tie their strings together at one end only. There should now be
one longer piece of string with a knot in the middle.
2. Have another Scout tie their piece of string to one end of the longer piece, creating an even longer
piece of string. All Scouts should hold on to their pieces of string as the process continues.
3. Continue until all those in attendance have tied on their pieces of string. (The type of knot is unimportant;
however, you may ask for a Scout knot in order to teach and reinforce knot tying.)
4. Now the first person and the last person should come together and tie the two ends together to create a
circle of string with everyone still holding on to it.
Explain that each piece of the string was needed to make one complete circle. Just as the strings make
one circle, each member of the den plus the leaders and parents come together to make the den complete.
Without everyone, the Bear den circle is incomplete. Also, you may add that their Bear den is a “string”
in the pack—helping to form the circle with all the other dens—or that each member of each Bear’s
family is a “string,” helping to make the family complete.
MAKE IT MoVE 139
 AFTER THE MEETING
• Serve refreshments, if desired.
• Record completion of requirement 1.
• Work together to clean up the meeting place.

MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials needed for Toppling Tower gathering activity
• Candles and matches (or flashlights, etc.) for Opening
• Materials needed for lever and pulley investigations (See Meeting 2 Resources.)
• Copy of the Do-at-Home Project for each Scout (See Meeting 2 Resources.)

GATHERING
Toppling Tower
Materials:
• Large bowl of water
• Plastic plate
• Five empty soda cans
Instructions:
Have Scouts try to stack all five cans on the plastic plate as it floats in the bowl—without tipping the
cans over or sinking the plate.

OPENING
• Bear Scout Light: The den leader asks Bears to sit on the floor in a circle and then dims the lights.
Have a small candle and larger candle, plus matches, on a table. Flashlights or battery-operated
candles may be used instead of regular candles and matches.
DEN CHIEF: I will light this small candle. It represents the Scout spirit shown by one Bear Scout. See
how it shines? The rays from several Bear Scouts make an even brighter light. Each Scout lets their
light shine by doing their best and helping other people.

DEN LEADER: I’ll light this large candle. This represents that there is a brighter light that leads us all.
Let us always think first of God, second of others, and finally of ourselves.

• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Explain the use of levers and pulleys, and ask the Scouts for examples that they see in their everyday life.

140 BEAR
ACTIVITIES
◆ Activity 1: Pulley Investigations (Requirement 2)
Pulley #1 Materials:
• Rolling pin
• String
• Heavy book

Pulley #2 Materials:
• Two large spools
• Two pencils or dowels (must be able to fit in the spool hole and move easily)
• 30 feet of string or strong yarn
Follow the steps in the Bear Handbook for the two different types of pulleys. Once the investigation
is complete, ask leading questions rather than questions that can be answered with yes or no.
Suggestions include:

• For the first pulley, was it easier or harder with the rolling pin? Which pulley do you think takes more
strength and why?
• Where did you come up against obstacles, and in what ways did you solve them?
(If you have a large den, you may want to break Bears into smaller groups to stay within the time frame
needed for this activity.)

◆ Activity 2: Lever Investigations (Requirement 3)

A lever is a simple machine that has only two parts: a beam (this
could be a piece of wood or metal) and a fulcrum (the support that
the lever pivots on). You add energy when you use your hands to
change the weights on each end. See what actions result.

Materials:
• Paint stirrer
• Pencil
• Spool (edges should be wider than the paint stirrer)
• Rubber band
• Small weights or other objects
Follow the instructions in the Bear Handbook to make a first-class lever. Similar levers you might see
include a seesaw, a crowbar, a hammer pulling a nail, or a pair of scissors. (This last one uses two
first-class levers put together.)

CLOSING
• Den yell
• Remind Scouts of the Do-at-Home Project for next week (requirement 4A). Hand out the project
instructions page in the Meeting 2 Resources.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 2 and 3.
• Work together to clean up the meeting place.

MAKE IT MoVE 141

 MEETING 2 RESoURCES
Do-at-Home Project Reminder:
For the next meeting, you will be designing a Rube Goldberg machine to complete
requirement 4A. This machine does not need to be possible to make. Instead, you can
let your imagination run wild to come up with your “dream” invention!
Here’s how to create a Rube Goldberg machine:
1. Choose a simple task (such as drying your face, putting on a hat, or opening a door).
2. Decide what working elements you want to include in your design. These could include chain
reactions, pulleys, levers, ramps, balls, and more.
3. Add your imagination! How could you use those elements in different ways? How could you include
building blocks, toy cars, string, or other items in your design?
4. Have fun! Bring your design to the den meeting to share with everyone.
At that meeting, you will build a real Rube Goldberg machine with your den. Your den leader may ask
you to bring several disposable household items that could be used in the creation of the group
machine. Remember that all materials you bring must be safe. Check with your den leader or a parent
or guardian to be sure items are OK to bring in.

142 BEAR
MEETING 3 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials for the Ready, Set, Aim! gathering activity
• Miscellaneous items for constructing the Rube Goldberg machine. You may ask parents to assist you
in furnishing items. Some examples are dominoes, Popsicle sticks, marbles, string, paper cups, etc.

GATHERING
Ready, Set, Aim!

Materials:
• Item with hollow center that is 1-3 feet in length (e.g., pool noodles, conduit, empty wrapping-paper
rolls, etc.)
• Cups
• Marbles

Instructions:
1. You may want to have several lengths of hollow tube to allow for experimentation of how fast and far
the marble can roll depending on which length of tube is used.
2. Secure the tube at an angle so the marble can make its exit. This can be done by leaning it against
a wall or table or simply by having the Scout hold it.
3. Have each Bear drop a marble down the hollow tube, sending it rolling across the floor and into a
cup that has been placed 2 feet away. When they are successful at that distance, Bears can try other
distances as well.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Sing “Head, Shoulders, Knees, and Paws.” Bears should touch their heads, shoulders, and knees as
they sing each of those words. For paws, Bears should hold their hands in front of them and wave.
For fun, you can change the song to be sung fast, slow, or deep (like a growling bear).

Head, shoulders, knees, and paws

Knees and paws
Head, shoulders, knees, and paws

Knees and paws

Eyes and ears
And mouth and snout
Head, shoulders, knees, and paws
Knees and paws

TALK TIME (REQUIREMENT 4A)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Share the Rube Goldberg drawings the Scouts brought from home. Talk about the different elements
that they incorporated (requirement 4A).

MAKE IT MoVE 143

 ACTIVITIES
◆ Activity 1 (Requirement 4B)
• Build a Rube Goldberg machine using recycled materials brought from home.
• You may wish to break your den into small groups with different tasks to speed up the
machine-building process.
• Choose a simple task that the Scouts’ machine should complete. Or, if the Scouts already have some
ideas, provide feedback and guidance as needed to encourage a positive outcome.
• Remind Scouts that they should use two simple machine types for their Rube Goldberg machine and
have at least four steps. They can review the descriptions of pulleys and levers in their handbooks to
help them as they build.
• Also remind Scouts that they are likely (almost certain) to experience some failures along the way.
The best Rube Goldberg machines require many changes and lots of testing to make them work. The
process of working together, sharing ideas, trying things out, and staying positive when changes are
needed is far more important than making a successful machine.
• Have the Scouts explain and demonstrate their machine. If the machine is not finished, have them
share what they completed and the vision for their machine.
There are some spectacular videos of Rube Goldberg machines
available if you conduct a search on the internet. Be sure to preview
the videos to ensure they are appropriate for the audience.

CLOSING
• Have Bear Scouts repeat the Cub Scout Motto in unison (“Do Your Best”).
• Akela’s Minute: Reflect with the den on the process of building the machine. Did their machine meet
their expectations? What part of the process did they enjoy most or find the most challenging? What
would they do differently next time? Reinforce the idea that, as long as they did their best, the Scouts
were successful.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 4A and 4B.
• Work together to clean up the meeting place.

Upon completion of the Make It Move adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

144 BEAR
 MARBlE MADNESS

RATIONALE FOR ADVENTURE

In this adventure, Bears will learn about a game that has entertained people since the time of ancient
Egypt and has been an important part of Scouting since its early days. They will experience individual
competition and teamwork, helping others, learning rules, and being a good sport.

TAKEAWAYS FOR CUB SCOUTS

• Using observation and listening skills
• Following instructions
• Working as a team
• Developing creativity
• Living the Scout Oath and Scout Law
• Helping others
• Practicing sportsmanship
RACTE
HA

• A Scout is friendly.
C

CO S
M PA S

Bear Handbook, page 212

ADVENTURE REQUIREMENTS
Complete requirements 1–4. Requirement 5 is optional.
1. Discuss with your family or den the history of marbles, such as where and when the game began.
Talk about the different sizes of marbles and what they are made of and used for.
2. Learn about three different marble games, and learn to play one of them. Learn how to keep score.
Learn and follow the rules of the game. Play the game with your family, friends, or your den.
3. Learn four or five words that are used when talking about marbles. Tell what each of the words means
and how it relates to playing marbles. Share this information with your den.
4. Complete one of the following:
A. With your den or family, make a marble obstacle course or marble golf course. Share what you
create. Invite everyone to go through your course.
B. Create your own game using marbles, and design rules for playing the game. Share the game you
created with your den, family, or friends. Explain the rules and how to play the game.
C. With your den or family, create a marble race track. Have at least two lanes so you can race your
favorite marbles against each other.
D. Make a marble maze.
5. With the help of an adult, make a marble bag to hold marbles.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These den
meeting plans, when followed as written, meet the requirements to earn this adventure. If you choose to
make adjustments, be sure you complete at least the minimum requirements.
Prior to Meeting 1, ask everyone to bring in a box lid for the marble maze activity. Most of the requirements
for this adventure can be done with the den, but Bears will need to complete requirement 4B (creating a
game using marbles) at home following Meeting 1. Bears will bring their games to Meeting 2 to share with
the den.

MARBlE MADNESS 145

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Materials for each Cub Scout to make a bag to hold marbles (See Meeting 1 Resources.)
• Marbles
• Chalk to draw the playing ring on the ground
• Materials for each Cub Scout to make a marble maze (See Meeting 1 Resources.)
• Picture of Earth, the “Big Blue Marble” (See Meeting 1 Resources.)

GATHERING (REQUIREMENT 5)
As Scouts enter, provide materials for them to make their own bags to hold marbles. The den chief,
assistant leader, parents, etc., can assist with this project. (See Meeting 1 Resources.)

OPENING
Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME (REQUIREMENTS 1, 2, AND 3)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Begin this adventure by talking about marbles, including how long they have been around and how
marbles have changed through the centuries (requirement 1). Ask the Scouts to name games that can
be played with marbles, such as Chinese checkers or some board games.
• Talk about the different words (names of moves, marbles, games) associated with the game of
marbles. (Requirement 3)
• Tell Scouts that they will complete requirement 4B at home before Meeting 2. Bears will create their
own games using marbles and present the games at the next meeting.

ACTIVITIES
◆ Activity 1: Marble Games (Requirement 2)
Have the Scouts learn the marble game Ringer, which can be found in the Bear Handbook. Teach them
both the game and the rules. Discuss the importance of following the rules and how a Scout is obedient
when following the rules. (See Meeting 1 Resources.) You may choose another game to play if you or the
members of your den prefer.

Lagging

Players start the first game by lagging to determine the order of play. In some games, having the first
turn could decide the game—which makes lagging an important skill for players to learn. The 10-foot
diameter playing ring should be set up correctly before lagging occurs.

Here are the steps to follow before each game:

1. Players draw a set of parallel lines on the ground on opposite sides of the ring (10 feet apart). One
line is the pitch line, and the other line is the lag line.
2. Players should stand behind the pitch line on the edge of the empty ring.
3. Each player takes a turn tossing or shooting their “shooter” marble. The goal is to have the marble
end up closest to the lag line—either in front of the line or past it.

146 BEAR
◆ Activity 2: Build a Marble Maze (Requirement 4D)
Materials:
• One box lid or box for each Scout to use as
the frame for their maze
• Plastic straws
• Paper rolls
• Tape or glue
• One marble for each Scout
Instructions:
1. Create a marble maze by taping or gluing barriers
into the box.
2. The barriers should guide the
marble through the box.
3. Mark one corner of the box or box lid as “Start” and the
opposite corner as “Finish.”

CLOSING
• Akela’s Minute: Ask if the Scouts have ever heard Earth called
the “Big Blue Marble.” Tell them that the nickname is because,
from space, Earth’s atmosphere shows swirls of clouds similar
to the patterns on marbles. Share a picture so they can see the
resemblance. See visibleearth.nasa.gov for photos of Earth.
• Recite the Scout Oath together.

Do-at-Home Project Reminder:

Before Meeting 2, Bears need to create a marble game at home. They should consider the
rules for playing the game and be ready to explain it at the den meeting.
Each Bear should also bring materials to Meeting 2 to contribute to the den’s marble obstacle course.
The list could include, but is not limited to: tape, scissors, paper plates, paper cups, cardboard rolls
(paper towel and toilet paper size), card stock to make rolls, small cardboard boxes, blocks, PVC pipe,
PVC elbows, or PVC T caps.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 2, 3, 4D, and 5.
• Work together to clean up the meeting place.

MARBlE MADNESS 147

 MEETING 1 RESoURCES
GATHERING: MARBLE BAG (REQUIREMENT 5)
Scouts may use the directions in the Bear Handbook or the simple
directions below to create their marble bags.

Materials:
• A circle of material or vinyl, 10 to 12 inches in diameter.
• A shoelace or string 18 to 20 inches in length. If using string, wind
clear tape at the ends to keep the string from fraying.
1. Cut small slits around the circle about 1 inch from the edge and
approximately ½ inch apart.
2. Weave the shoelace or string in and out of the slits around the circle,
gathering the cloth as necessary to form the bag.
3. Tie with a loose knot or place a bead over the strings/laces to hold
them snug.

TALK TIME: BASIC TERMS FOR MARBLES

• Aggies are marbles that are made from agate or glass that
resembles agate.
• Bowling occurs when a player rolls a shot on the ground.
• Bumblebees are yellow and black striped marbles.
• Edgers are marbles near the edge of the ring.
• For Fair means playing for the fun of the game. At the end of each game, the marbles are returned to
their owners.
• For Keeps means each player keeps the marbles that he shoots out of the ring.
• Histing occurs when a player raises their hand from the ground while shooting.
• A hit occurs when a player shoots a marble out of the ring.
• Hunching occurs when a player moves their hand forward across the ring line when shooting from the
line, or moves the hand forward from the spot where the shooter came to rest inside the ring.
• Knuckling down is a position in which at least one knuckle must touch the ground until the shooter
has left the hand.
• Lofting (or plunking), a difficult shot, occurs when a player shoots in an arc through the air to hit a
marble.
• Marbles should only be used as a term for the target marbles. These can also be called mibs,
miggs, ducks, kimmies, or hoodles.
• A miss occurs when a player fails to knock a marble from the ring on a shot.
• Roundsters (or circling) is the act of selecting the best location outside the ring for knuckling down.
• A shooter is the attacking marble. It can also be called a taw, glassy, or monny.
• A shot is the act of snapping the shooter at a marble by a quick extension of the thumb.

148 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Race track and/or obstacle course for marbles
• Marble racer pattern, 1 copy for each Bear
• Card stock for making racers
• Felt board race track
• Marbles

GATHERING (REQUIREMENT 4C)

Make marble racers to be used on the felt board marble race track. See the pattern in the Meeting 2 Resources.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Tell Scouts, “When we create and play marble games as we will do today, we are helpful in working
together to create games, we are courteous to other players when we compete, and we are obedient
when we follow the rules.” Together, recite the Scout Law.

TALK TIME (REQUIREMENT 4B)

• Carry out business items for the den.
• Have the Scouts share with the den the games they made up at home (requirement 4B).

ACTIVITIES
If the den is large, separate the Scouts into two teams. Each team will make race track and an obstacle course.

◆ Activity 1: Marble Races (Requirement 4C)

• Have Scouts use the felt track to race the marble racers they made in the Gathering activity.

◆ Activity 2: Marble Obstacle Course (Requirement 4A)

• Have Scouts work together to build a marble obstacle course.

CLOSING
• Akela’s Minute: Spend a few moments reflecting on the information shared with the Scouts and the
games that they played. Ask each Bear to say one new thing they learned during this adventure.
— If desired, you can incorporate a “Roses and Thorns” activity. Each Scout is to share one thing
about the adventure that was difficult (the thorn), but they must also share something about the
adventure that they really liked (the rose).
— There may not be any thorns, which is terrific!
• Have the den stand and recite the Scout Oath.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 4A, 4B, and 4C.
• Work together to clean up the meeting place.

Upon completion of the Marble Madness adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

MARBlE MADNESS 149

 MEETING 2 RESoURCES
MARBLE RACE CARS AND TRACK
Materials needed:
• Marbles, one for each Scout
• Race-car pattern, one copy for each Bear
• Markers or colored pencils
• Scissors
• Clear tape
• Felt board track
• 1-inch strips of poster board and tape for lanes
Instructions:
These race cars can be raced on a felt-covered board that is set at a downward angle (such as leaning
against a chair). Create racing lanes by taping stiff paper on its edge to the felt board. The Scouts will be
amazed to see their race cars tumble down the track!

1. Decorate the car as desired. (This is easier if done prior to cutting out the racer.)
2. Cut out pattern.
3. Fold tabs on thin lines, and tape short tabs together.
4. Tape long tab to short tabs.
5. Put the marble in, and tape last tab to long tab.
6. Have fun racing!

150 BEAR
MARBlE MADNESS 151
 NOTES

152 BEAR
 RoARING lAUGhTER

RATIONALE FOR ADVENTURE

Laughing provides many health benefits. It also enhances teamwork and improves alertness, creativity,
and memory. In this adventure, Bear Scouts will share laughter with others, strengthening their bond with
family members and the den.

TAKEAWAYS FOR CUB SCOUTS

• Benefits of laughter (releases stress, relaxes muscles, helps your body stay healthy, boosts immune
system, eases anxiety and fear)
• Learning social skills and how to diffuse conflict in a group
• Practicing respect for others, being courteous, and following directions
RACTE
HA

• A Scout is cheerful.
C

CO S
M PA S

Bear Handbook, page 226

ADVENTURE REQUIREMENTS
Complete at least four of the following:
1. Think about what makes you laugh. Write down three things that make you laugh.
2. Practice reading tongue twisters.
3. Create your own short story. Remove some nouns, verbs, adjectives, and adverbs from the story,
leaving blanks. Without telling the story, have a friend insert his or her own nouns, verbs, adjectives,
and adverbs in the story you created.
4. With a partner, play a game that makes you laugh.
5. Share at least two jokes with members of your den to make them laugh.
6. Practice at least two run-ons with your den, and perform them at a pack meeting or campfire program.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
This adventure includes two den meetings; it does not include a den outing.
The guidelines for each meeting include some options for jokes and funny stories, but you might
choose to look at other BSA resources for additional ideas. You might visit http://boyslife.org/section/
jokes/ or look at www.scoutshop.org for additional resources.

RoARING lAUGhTER 153

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Print out tongue twisters on slips of paper (see Meeting 1 Resources), and give one to each Scout
(requirement 2)
• “Create a Story” text with blank lines to fill in (1 copy per Scout)
• Pencils (1 per Scout)
• 3 poster boards:
— 1 with the song for the Opening written on it, large enough for Scouts to see and follow
— 1 for listing things that make us laugh (Talk Time)
— 1 for listing the 10 words in the “Create a Story” activity

GATHERING
Play the Whatever You Do, Don’t Smile or Laugh game (requirement 4). As Scouts enter, pair them up
face to face and have them take turns trying to make their partner smile or laugh. They can make faces
or sounds, but no touching is allowed. When those pairs have finished the game, pair each Scout with
someone else until everyone has smiled or laughed.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have the entire den sing the S-M-I-L-E song (see Meeting 1 Resources).

TALK TIME (REQUIREMENT 1)

• Carry out business items for the den.
• Allow time for sharing among members of the den. As this is happening, listen for anything that makes the
Cub Scouts laugh. Point out that sharing laughter brings us all together as a den.
• Introduce the Roaring Laughter adventure. Emphasize that laughter is contagious, as they found out
in the Gathering time. Ask Bears what makes them laugh, and make a list of their answers on a sheet
of poster board (requirement 1).

ACTIVITIES
◆ Activity 1: Tongue Twisters (Requirement 2)
Give each Scout a tongue twister printed on a piece of paper (see samples in Meeting 1 Resources).
Allow time for each Scout to practice before reading aloud. Remind the Scouts that if they slip up on the
tongue twisters and others in the den laugh, they are not making fun but just laughing with each other—
because the words are really hard to say together. See how quickly each Scout can read their twister;
the faster they go, the funnier it gets!

◆ Activity 2: Create a Story (Requirement 3)

Give each Scout a pencil and a copy of the short story with blank spaces to fill in. (See instructions in
Meeting 1 Resources.)

CLOSING
• Akela’s Minute: The Scout Law says that a Scout is friendly and cheerful. We proved that today, and
we’ll have more cheer at the next meeting.
• Join together in a den yell.

154 BEAR
 Do-at-Home Project Reminder:
Each Scout needs to write down a short story at home using blank spaces, like the ones
they just filled in. Then the Scout should ask a friend who hasn’t heard the story for some
words to put in the blanks, and bring the finished story to the next meeting to share with
the den (requirement 3).

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1 and 2.
• Work together to clean up the meeting place.

MEETING 1 RESoURCES
OPENING: S-M-I-L-E SONG
Print this song on poster board, large enough for everyone to read as they sing. (Tune: “John Brown’s
Body”/“The Battle Hymn of the Republic”)

It isn’t any trouble just to S-M-I-L-E.

It isn’t any trouble just to S-M-I-L-E.
If there’s ever any trouble, it will vanish like a bubble,
If you’ll only take the trouble just to S-M-I-L-E.
It isn’t any trouble just to L-A-U-G-H.
It isn’t any trouble just to L-A-U-G-H.
If there’s ever any trouble, it will vanish like a bubble,
If you’ll only take the trouble just to L-A-U-G-H.

◆ Activity 1: Tongue Twisters

Here are some sample tongue twisters. Print these, and any others the Scouts might enjoy, on slips of
paper for each Scout to read one aloud.

A big black bug bit a big black bear. But where is the big black bear that the big black bug bit?

How many yaks could a yak pack pack if a yak pack could pack yaks?

Cows graze in groves on grass which grows in grooves in groves.

Friendly Frank flips fine flapjacks.

How much wood would a woodchuck chuck if a woodchuck could chuck wood?

Kris Kringle carefully crunched on candy canes.

Silly Sally swiftly shooed seven silly sheep.

What noise annoys a noisy oyster? A noisy noise annoys a noisy oyster.

If Stu chews shoes, should Stu choose the shoes he chews?

Which witch wished which wicked wish?

RoARING lAUGhTER 155

 ◆ Activity 2: Create a Story
Write the numbers 1 through 10 on a poster board. One Scout at a time, have each of them think of a
word to go with each number. (If fewer than 10 Bears are present, the den leader or adults can also play.)
1. Noun (a name)
2. Adjective (a describing word)
3. Noun (a place)
4. Noun (a name)
5. Noun (a name)
6. Verb (an action word)
7. Verb (an action word)
8. Noun (a thing)
9. Verb (an action word)
10. Noun (a place)
Pass out pencils and copies of the following story. Then read it aloud, stopping for each Scout to say
their word when you reach that number.

Yesterday, my friend [1] _____________________________ and I went to the [2] ____________________________

[3] _____________________________________. We met [4] _____________________________________ and

[5] _____________________________________ and decided to [6] __________________________________.

We were [7] _____________________________________ [8] _____________________________________ and

had a lot of fun. We hope to [9] _____________________________________ at the [10] ___________________

__________________ again soon.

After you finish, go through the story a second time, stopping at each number for all the Scouts to write
down the word. Ask them if they enjoyed the story. The fun was in the surprise that came with each
word. Tell them each Scout will need to write their own story for the next den meeting, using the
“What I Did at _____________________________________” story included with this adventure in the
Bear Handbook (requirement 3).

156 BEAR
MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Sample run-ons (funny skits) the den can present at a campfire program or the next pack meeting
• Contact the Cubmaster to coordinate plans for the run-ons.

GATHERING (REQUIREMENT 3)
As the Scouts arrive, have each one share the story they created with another Bear, the den chief, or an
adult (requirement 3).

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.

TALK TIME (REQUIREMENT 5)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts. Have each Bear tell a few jokes to make the others laugh
(requirement 5; if anyone needs ideas, they can choose from the sample jokes included with this
adventure in the Bear Handbook).
• Tell everyone that the den will be presenting run-ons (short, funny skits) at a campfire program or the
next pack meeting. At this meeting, they will choose which run-ons they want to perform and practice
their lines.

ACTIVITIES
◆ Activity 1: Run-ons (Requirement 6)
Help the Scouts look through possible run-ons and jokes for the pack meeting. Ask if anyone has a joke
or run-on they would like to add to the list. Then vote on the ones to use and practice them as a group.
Tell them these things to remember:
1. Most important, you want to tell a joke that you think is funny. If it doesn’t seem funny to you, others
will probably feel the same way.
2. Who are you telling the joke to? Don’t forget who your audience is and how the joke will sound to
them. For example, a younger brother or sister might not understand or laugh at a joke that you
find funny.
3. What things should you do to present the joke in a funny way? Your facial expressions, body movements,
and hand gestures all play a part in telling a joke. Also, be sure you know the joke really well, so you won’t
forget any of it. Some jokes require a setup—telling a story that leads to the punch line—but be sure the
story doesn’t go on too long. Remember, “Practice makes perfect!”
4. You can find more jokes in Boys’ Life magazine or by visiting a library or bookstore to find a joke book.

CLOSING
• Make a circle with everyone holding hands.
• Akela’s Minute: Laughter sparks enthusiasm, and it’s contagious. Having a sense of humor and being
able to laugh at yourself can help you be more creative. It even helps you to stay healthy. Share your
laughter with your family and friends—that’s a great way to bring everyone closer together and build
stronger friendships.
• Finish by passing a smile around the circle: Everyone squeezes the hand of the person to their right,
and gives that person a smile.

RoARING lAUGhTER 157

 AFTER THE MEETING
• Serve refreshments, if desired.
• Record completion of requirements 3, 5, and 6.
• Work together to clean up the meeting place.

Upon completion of the Roaring Laughter adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by present-
ing the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

158 BEAR
 RoBoTICS

RATIONALE FOR ADVENTURE

Advances in science and technology have created a world of possibilities. Robots of many shapes and
sizes can now perform tasks traditionally done by humans—from sensing the speed of a vehicle to
sorting items based on color. In this elective adventure, Bear Scouts will learn how different types of
robots are used and then create their own simple robotic figures.

TAKEAWAYS FOR CUB SCOUTS

• Developing their creativity and imagination
• Becoming more aware of the role robotics plays in our daily lives
• Having fun as they learn new things

ADVENTURE REQUIREMENTS
Bear Handbook, page 238
Complete at least four of the following:
1. Identify six tasks performed by robots.
2. Learn about some instances where a robot could be used in place of a human for work. Research
one robot that does this type of work, and present what you learn to your den.
3. Build a robot hand. Show how it works like a human hand and how it is different from a human hand.
4. Build your own robot.
5. Visit a place that uses robots.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
Meeting 3 in this adventure will be an outing to a place where robots are part of the daily routine.
Besides businesses or factories that use robotics in their processes, you may also consider a local
college or medical facility. If traveling to the site is not an option, look into the possibility of a virtual
visit by checking out the institution’s website. If the den does go to the location, make sure the staff
knows the visitors will be Bear Scouts so they can plan an age-appropriate tour.
In advance of the outing, the leader will need to make arrangements with the outing location and
confirm the outing plan with families, including transportation and any additional items they need to
bring. Make sure activity consent forms are distributed, signed, and collected.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

RoBoTICS 159
 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Building blocks or other building objects for gathering activity
• Collect pictures of six types of robots from magazines and the internet to share during Talk Time.
• If you have access to an actual robot, that would be great to show as well.
• Materials for the If I Were a Robot activity (brooms, boxes, books, etc.)
• Materials for the Build a Robot Hand activity (see Meeting 1 Resources)

GATHERING
• As Scouts arrive, have building blocks or other objects on hand so they can get creative, constructing
what they think a robot should look like.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have each Scout answer the roll call by saying the name of a robot they know from movies, TV
shows, books, or video games.

TALK TIME (REQUIREMENT 1)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Have each Scout write down six tasks that can be performed by robots and show the pictures you
collected to give them some ideas (requirement 1).
• To get the Scouts thinking about requirement 2, review the four categories into which jobs for
robots usually fall (dangerous, dirty, dull, and difficult). You can find more information on these
categories in the Bear Handbook.
• Ask Bears which of those four categories best fits the following types of robot technology.
— Industrial: robots that do welding, painting, or packaging of materials
— Household: vacuum cleaners, pool cleaners, sweepers, gutter cleaners, etc.
— Medical: robots that are built much smaller than a human hand to assist with delicate medical
procedures
— Research: robots used for gathering data
— Military: drones, as well as robots made for bomb disposal, transportation, or search-and-rescue
operations
— Space: robots used on the International Space Station, Mars rovers, etc.
• Finally, just for fun, lead a conversation about “entertainment robots” that are built as toys or for
animatronics at amusement parks.

160 BEAR
ACTIVITIES
◆ Activity 1: If I Were a Robot (Optional)
Help Bear Scouts see what life would be like if they were robots, designed for dull, repetitive tasks. Have
at least two or three activity stations for them to rotate through. For example, in one area they can carry
boxes or stacks of books across a room from one place to another. In another area, one Scout can
sweep with a broom while a second Scout picks up the dust and a third Scout disposes of it. A large set
of silverware could be laid out, and each Scout takes a turn counting the number of forks, knives, and
spoons. When everyone has done each task, ask these questions:
1. Was it fun to do the same thing over and over?
2. Would they enjoy a job where they performed the same task every day, all day long?
3. Did they use mental skills (e.g., problem solving, math) while doing these repetitive tasks?

◆ Activity 2: Build a Robot Hand (Requirement 3)

Have Scouts build a robot hand from cardboard, drinking straws, nylon cord, and rubber bands (see
instructions in the Bear Handbook). Once the activity is completed, ask these questions:

1. What items can you pick up with your robotic hand?

2. Why is it easier to pick up some items than it is to pick up others?
3. What would happen if you added more fingers?
4. How about if you added a thumb?

CLOSING
• Akela’s Minute: The use of robots in our world is a wonderful thing. Robots can keep us safe, obtain
information from places we may not be able to get to, provide us with a fun hobby, and so much
more. We should always remember, though, to take care of ourselves and those around us, and not
let the use of robots make us lazy or too dependent. Now let’s say the Scout Oath, and think about
the words and what they mean. (Lead Bears in reciting the oath.)
• Tell the Scouts to look for examples of robotics before the next meeting, whether they are out with their
families, at school, or watching television. Possibilities can include common services like ATMs and
automatic car washes, or anything that relies mainly on machines to accomplish the task. Which of the
four categories they learned about—dangerous, dirty, dull, or difficult—do those tasks fall under?

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1 and 3.
• Work together to clean up the meeting place.
• Prepare thank-you notes for the Bears to sign at the next meeting. The notes should be given to
anyone who helps with the outing.

RoBoTICS 161
 MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Items for the Scoutbot game (see Gathering)
• Materials for the Build a Robot activity. Whether the Scouts are using purchased kits or making their
robots from household items, be sure to build a sample by yourself before the meeting so you know
how much time and work it will involve. NOTE: You may need to schedule a longer meeting to allow
enough time for the activity, or plan for Bears to do some of the building at home. In some kits,
soldering wires onto motors is required; each Scout’s parent or guardian should assist with this
before the construction starts, or they can order pre-soldered kits from many companies.

GATHERING: SCOUTBOTS
Tell Scouts as they arrive to pretend they are “Scoutbots,” built for repetitive activities. The idea is to see how
many times they can repeat a particular motion without error. Tell everyone to keep up with their totals, and
remind them: A “Scoutbot” is trustworthy. Possible activities include dribbling a basketball, performing yo-yo
tricks, hopping on one foot, rotating a hula hoop, or tossing a small ball from one hand to the other.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have the Scouts sing “There Was a Scout Who Had a Bot” (see Meeting 2 Resources)

TALK TIME (REQUIREMENT 2)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Review the robot hand construction from the last meeting and the repetitiveness of robot tasks.
• Have Bears talk about the different types of robots they’ve seen since the last meeting. (Requirement 2)
• Review plans for Meeting 3, an outing to a business or institution where robots are a part of
daily operations.

ACTIVITIES
◆ Activity 1: Build a Robot (Requirement 4)
See suggestions in Meeting 2 Resources, and read the tips on safety for this activity in the Bear Handbook.

CLOSING
Recite the Scout Law. Then ask each Scout to answer: If you had a robot friend, which one of the
12 points in the Scout Law would you most want the robot to follow, and why?

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 2 and 4.
• Work together to clean up the meeting place.
• Pass out activity consent forms for Scouts to have signed by a parent or guardian before Meeting 3,
the den outing to a business or other institution where robots are used. Confirm the location and
transportation plans.
• Have the Scouts sign thank-you notes for anyone helping with the outing.

162 BEAR
MEETING 2 RESoURCES
OPENING:
Song: There Was a Scout Who Had a Bot

“There Was a Scout Who Had a Bot” (Tune: “Bingo”)

There was a Scout who had a bot,
And Robbo was his name-o.
R-O-B-B-O
R-O-B-B-O
R-O-B-B-O, and Robbo was his name-o.

Repeat the verse five times, each time omitting one more letter from the end and replacing it by having
everyone clap their hands (like the original song) or snap their fingers.

◆ Activity 1: Build a Robot (Requirement 4)

For Scouts who make their robots from purchased kits, here
are some good sources.

Kits from Bristlebots.org come with everything needed to build

a bristlebot, with no soldering required.

EvilMadScientist.com offers directions with a supply list for

building a “brushbot” from a standard toothbrush head
(www.evilmadscientist.com/2007/bristlebot-a-tiny-directional-
vibrobot/). You can purchase pre-soldered pager motors from
Evil Mad Scientist, gather the remaining items on your own,
and construct the brushbot using their directions.

Other robotics kits can be found in your local Scout shop or

from DiscoverThis.com, ScientificsOnline.com/, LEGO.com,
and many other internet sources. You might also find the kits
at a local hobby store, toy store, or bookstore.
The most important thing to remember is safety first! Prep
work may need to be completed ahead of time, and all Scouts
should wear eye protection when constructing their robot.

MEETING 3 PlAN (Den outing)

PREPARATION AND MATERIALS NEEDED
• Be sure all arrangements are made for the den to visit a business or institution that uses robots.
Contact the location well in advance and confirm all plans with the staff member in charge.
• Confirm that transportation to and from the site is in place. Secure signed activity consent forms.

RoBoTICS 163
 GATHERING
• Remind everyone of the importance of staying together and being on their best behavior.
• Use the buddy system.
• Review any questions the Scouts want to ask to make certain all are appropriate.
• If the members of your den are coming separately, play the Follow the Robot game (based on Follow
the Leader) to keep them busy until everyone has arrived. First, select a leader—the den chief or an
adult. The leader silently performs a repetitive action such as hopping on one foot, and the Scouts
then imitate that action. The leader still doesn’t say anything, but changes to a different repetitive
action several times to keep the Scouts watching and playing the game. There is no winning or losing
in this one—just having a good time!

OPENING
• Assemble the group, and review any conduct rules and the buddy system.
• Say the Pledge of Allegiance.
• Ask Scouts to name points of the Scout Law they will demonstrate during the outing (friendly,
courteous, etc.).

TALK TIME
• Carry out business items for the den.

ACTIVITIES
◆ Activity 1 (Requirement 5)
• During the den’s visit to the facility, have the Scouts ask the questions they prepared.
• Ask the professional guiding the tour to share about the different jobs available in the field of robotics.
Perhaps the guide can tell the Scouts about educational requirements for those jobs and what
classes in school might help prepare them for studying robotics.
• Ask the guide if he or she knows of a robotics club for young people in the area.
• After the visit, reflect with the Scouts on these questions:
— What did they like most about the robots they saw?
— If they saw more than one robot, which was their favorite?
— How were these robots useful in doing jobs that could be dangerous, dirty, dull, or difficult for people?
— Can the Scouts imagine how those jobs might have been accomplished before robotics technology?

CLOSING
• Plan a cheer in advance to give to helpers at the facility, including the tour guide.
• Have Scouts give the thank-you notes prepared in advance.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 5.
• Ensure cleanup takes place, if needed.

Upon completion of the Robotics adventure, your Bears will have earned the adventure
loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

164 BEAR
 SAlMoN RUN

RATIONALE FOR ADVENTURE

This adventure will introduce Bear Scouts to swimming safety, boating safety, physical development and
fitness, skill development, and fun in the water. Bears in nature like to swim and play in the water, and so
can Bear Scouts.

TAKEAWAYS FOR CUB SCOUTS

• Learning confidence, knowledge, and skills in and around bodies of water
• Gaining knowledge and skills in boating safety
RACTE
HA

• A Scout is obedient, brave.

C

CO S
M PA S

ADVENTURE REQUIREMENTS Bear Handbook, page 250

Complete requirements 1–4 plus two others.
1. Explain the importance of response personnel or lifeguards in a swimming area. Tell how the buddy
system works and why it is important.
2. Visit a local pool or swimming area with your den or family. Go swimming or take a swimming lesson.
3. Explain the safety rules that you need to follow before participating in boating.
4. Identify the safety equipment needed when going boating.
5. Demonstrate correct rowing or paddling form. Explain how rowing and canoeing are good exercise.
6. Show how to do both a reach rescue and a throw rescue.
7. Demonstrate the front crawl swim stroke to your den or family.
8. Name the three swimming ability groups for the Boy Scouts of America.
9. Earn the BSA beginner swim classification.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
An overview of BSA swimming and water activities is included in the appendix. In preparation for any
in-water activity, you should complete the BSA online training for Safe Swim Defense. This training
outlines how to help lead a safe swimming activity. The training is available at my.scouting.org.
This adventure comprises two den meetings. The second meeting is a den outing to a pool or other
swimming area for completion of requirements 1, 2, 6, 7, 8, and 9. Identify the location well in advance
of the outing and make arrangements with the staff member in charge. Confirm plans with families,
including place, time, and transportation. Make sure activity consent forms are distributed, signed,
and collected.
You may want to request assistance from a local troop for one or both of the meetings. Troop members
include Scouts who have earned different aquatics merit badges and can help teach the Bear Scouts
about safety in and around the water. Many councils have an aquatics committee able to provide
guidance, personnel, pool access, and other resources.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

SAlMoN RUN 165

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Boating equipment (e.g., life jackets, canoe paddles, rowboat oars, emergency equipment)
• Rope (several feet in length), extension devices (brooms, paddles, noodles), and a rescue flotation
device (ring buoy, plastic jug, etc.) for the Reach Rescue game
• Take the Safety Afloat online training, if not current, and review Safety Afloat information.
• Invite troop leaders in your area to demonstrate aquatics information to the den.
• Identify experienced boaters in the pack or someone, such as the council aquatics committee, who
can put you in touch with lifeguards or swimming/water safety instructors to help with this adventure.
• Write down the Safe Boating Rules for the Talk Time game (see Talk Time). Put each rule in a
separate envelope.

GATHERING: SALMON SAYS

As Scouts arrive, have the den chief or assistant den leader supervise a game of Salmon Says (Simon
Says), making sure to do some stretching exercises and swimming strokes as warm-ups for the Rowing
and Paddling Strokes activity. Examples: Salmon says, “Row a boat”; “Paddle a canoe”; “Be a swimmer”;
“Swim with your arms”; “Swim with your legs,” “Do 10 jumping jacks . . . five squat thrusts . . .
five push-ups.”

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Call roll for the den, asking each Scout to answer by naming an activity people can do in or on the water.

TALK TIME (REQUIREMENTS 3 AND 4)

• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Review plans for Meeting 2, an outing to a local pool or other swimming area.
• Say: When we go swimming or boating, there is something very important that we need to know.
Can anyone guess what it is? Pause for answers, and continue: How to stay safe! It is important for
everyone to understand that aquatic activities for Scouts must follow the rules of the BSA as well as
the rules in the area where they are swimming or boating.
• Write the safety rules for boating below on separate pieces of paper, and put each rule in an enve-
lope. Then divide the Scouts into buddy teams and give each team an envelope. One at a time, have
them read their rules aloud. Pause to lead a discussion about each rule (requirement 3).

1. Always wear a life jacket when you go boating.

2. Check the weather. If it looks bad, keep your boat at the dock.
3. Balance your boat to prevent it from tipping over.
4. Remember to not overload the boat. Too much weight could sink it.
5. Step into the center of the boat when you board or change seats, and always keep low.
6. If your boat tips over, hang on to the boat until help arrives.
7. Keep a lookout for other boaters and swimmers.
8. Only go boating with adult supervision.

166 BEAR
• Finish the Talk Time with a demonstration of equipment needed for boating (requirement 4). Explain to
the Bear Scouts that this list—adapted from the BSA Safety Afloat guidelines at www.scouting.org—is
for all Scout boating activities including those in Boy Scouting and Venturing. Not all of these activities
are allowed at the Cub Scout level, but they need to know and understand the list, especially if their
family participates in boating.
1. The water craft must be suitable for the activity, be seaworthy, and float if capsized. All craft and
equipment must meet regulatory standards, be properly sized, and be in good repair.
2. Life jackets must be sized to the participants.
3. Paddles must be sized to the participants.
4. Properly designed and fitted helmets must be worn when running rapids rated above Class II.
5. Emergency equipment such as throw bags, signal devices, flashlights, heat sources, first-aid kits,
radios, and maps must be ready for use.
6. Spare equipment, repair materials, extra food and water, and dry clothes should be appropriate
for the activity.
7. All gear should be stowed to prevent loss and water damage.
8. For float trips with multiple craft, the number of craft should be sufficient to carry the party if a boat is
disabled, and critical supplies should be divided among the craft.

ACTIVITIES
◆ Activity 1: Rowing and Paddling Strokes (Requirement 5)
Have Scouts properly put on life jackets. As the Scouts are performing the strokes, instruct them on the
proper way to enter, sit, and exit the craft as well as how to use the oars and the paddle. Having adults
and older Scouts on hand to assist with this is helpful. If possible, provide a rowboat and a canoe for
demonstration purposes.

Rowing: Show the Scouts an oar or set of oars. Have them simulate rowing the boat, using the strokes
illustrated for this adventure in the Bear Handbook.

Paddling: Show the paddle and point out the differences between it and the oar. Explain that both have
a purpose for the type of craft they are used with. Have the Scouts simulate paddling a canoe.

Ask the Scouts which muscles they felt moving as they completed both actions. This activity will help
them learn that rowing and paddling exercise the muscles in your body.

◆ Activity 2: Boating Relay and Reach Rescue Games (Optional)

Scouts will use their imaginations and their new knowledge about rowing and paddling to complete
the Boating Relay and Reach Rescue games. This activity will help them review life jackets, the buddy
system, rowing a boat, paddling a canoe, and using both the throw and reach methods to help a
stranded boater or swimmer.

Materials for each pair of Scouts: 1 life jacket; 2 sticks posted in two lines 20 feet apart; 1 piece of
rope, about a foot long. Optional: 2 oars and 2 paddles for each pair.

Before you begin, demonstrate each challenge in the relay.

• Properly put on a life jacket.

• Untie the rope, put it in your pocket, and row the “boat”—using correct rowing form—toward the
stick on the opposite side of the course. (Remind everyone that rowboats are propelled with the
rower facing the back of the boat, so they will be walking backward for this portion of the relay.)
• Once you get to the other side, tie the rope to the stick. Then paddle a “canoe”—using correct
paddling form—back toward the start line.
• Use the throw rescue method to save a buddy whose “canoe” has tipped over.

SAlMoN RUN 167

 After the demonstration, divide the Scouts into teams of two (if you have an uneven number, one of
the teams can have three players). Then the relay begins:
• Scout 1 in each team puts on the life jacket. The Scout lets an adult check it for proper fit, and then
unties the rope.
• Scout 1 “rows a boat” (walking backward) to the opposite side, crossing an imaginary lake. An adult
returns the rope to the starting line and reties it.
• Scout 1 switches to a “canoe” and “paddles” (walking forward) toward the starting line, but stops on
the way back because the canoe has tipped over. Scout 2 performs a throw rescue to get Scout 1
“out of the water” and able to finish paddling home.
• Once finished, Scout 1 takes off the life jacket and hands it to Scout 2, who takes a turn completing the
challenge with Scout 1 performing the throw rescue.
When the relay is over, lead a reflection: What parts of the challenge were difficult? What parts were easy?
When you row a boat, which end of the boat do you face? How about when you paddle a canoe? Besides
the throw rescue, what’s another method to save someone from drowning (reach rescue)?
Then the teams move on to the Reach Rescue game:
• Scout 1 lies down or kneels on both knees directly across from Scout 2 on the opposite side of a
marked-off line.
• Remind everyone to use a “safe word” such as “Pineapple” instead of “Help” when practicing
rescues that call for assistance. Also tell them that people who are really drowning, not just panicked,
are not able to call for help.
• One Scout acts as a rescuer by reaching out to their buddy, first using an arm, then a leg while lying
down, then using various objects such as a branch, a broom, etc.
• After each reach, the Scouts move a little farther apart and try again.
• Let this continue for a few minutes, and then have them switch roles.
• If a rescuer moves across the line (and would now be in the water), they must begin again.

CLOSING
• Akela’s Minute: Ask each Scout to show or tell one thing they learned about boating. Remind everyone
that “a Scout is brave” in the face of an emergency, and while it might be scary, they need to try to be
brave and wait for lifeguards and response personnel to help if an emergency situation arises.
• Repeat the Scout Oath in unison.
• Pass out activity consent forms for Scouts to have signed by a parent or guardian before Meeting 2,
the den outing. Confirm the location and transportation plans.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 3, 4, and 5.
• Work together to clean up the meeting space.
• Prepare thank-you notes for Bears to sign at the next meeting. The notes should be given to anyone
who helps with the outing, including lifeguards at the pool or swimming area.

MEETING 1 RESoURCES
Refer to the BSA publication Aquatics Supervision (No. 34346) as your primary resource. It contains
details about all the activities and requirements for this adventure: rowing and paddling technique, how
to do reaching and throwing rescues, learning to swim, and how to give the swim classification tests.

SAFETY AFLOAT
BSA groups shall use Safety Afloat for all boating activities and Safe Swim Defense for all swimming activities.

168 BEAR
MEETING 2 PlAN (Den outing)
PREPARATION AND MATERIALS NEEDED
• Noodles or towels to use for reach rescue
• Rope and an empty, closed plastic jug for throw rescue
• Swimming buddy tags to be issued after swimming ability checks
• This meeting, a den outing to a local pool or other swimming area, may necessitate more than one
visit for all the Scouts to meet requirements 1, 2, 6, 7, 8, and 9. The size of your den may determine
how you wish to proceed.
• You might also consider local schools, colleges, YMCAs, Boys & Girls Clubs, or the local Red
Cross chapter for use of facilities but also for assistance in working with members of your den.
• Activities at the swimming area must be supervised by an adult with current Safe Swim Defense
training. It is recommended that all leaders for this meeting take or renew that training. You may also
want to invite a BSA Lifeguard.
• Confirm that transportation to and from the event is in place. Secure signed activity consent forms.
• The unit den leader should bring a copy of the Guide to Safe Scouting.

GATHERING
While waiting for everyone to arrive at the site, remind the Scouts of appropriate behavior including
safety considerations. Point out any rules at the swimming area beyond the basic safety rules of the
BSA. “A Scout is obedient” to the rules while visiting other places.

OPENING
• Assemble the group, and review the buddy system.
• Say the Pledge of Allegiance.
• Ask Scouts to name points of the Scout Law they will demonstrate during the outing (friendly,
courteous, etc.).

TALK TIME (REQUIREMENT 1)

• Carry out business items for the den.
• Before anyone enters the water, have them do simple warm-up activities, including stretching the
torso, arms, and legs. Remind Bears they must stay in the designated area during the activities—
no more than chest deep.
• Remind them about always swimming with a buddy. A buddy is someone to help you if you get into
trouble, and you can help them if they need it. Do a buddy check before allowing the Scouts to enter
the water, and every 10 minutes throughout the session. You may want to assign this task exclusively
to one adult.
• Introduce the response personnel and lifeguards who will assist with the outing. It is their job to oversee
the swimming area and respond if someone gets into trouble. Always be very obedient to them; some-
one’s life may depend on it. Make sure the Scouts know where the qualified adult supervisors will be
located. Ask Bears why response personnel and lifeguards are important to everyone there.

SAlMoN RUN 169

 ACTIVITIES
◆ Activity 1: Swimming Ability Checks (Requirements 8 and 9)
Have all the Scouts gather at poolside and explain the three
swimming classifications used in Scouting:

• Nonswimmer
• Beginner
• Swimmer
Show examples of buddy tags (pictures or actual blank tags),
and explain that Scouts can move from one classification to
another after passing the BSA swim tests, which must be taken
once a year. When a Scout attempts the beginner’s test (require-
ment 9 for this adventure) and passes it, they go from nonswimmer to
beginner classification. Later, if a Scout passes the next test, they go
from beginner classification to swimmer.

Assign one adult to each Scout who feels ready to attempt the beginner check.
In addition to understanding the testing procedure, each adult should be comfortable in the water and
be able to perform a reaching assist. Lifeguards or response personnel are also required to monitor the
tests. Each Scout taking the test will:

1. Jump feetfirst into water that is over their head in depth.

2. Level off and swim 25 feet on the surface.
3. Stop, make a sharp turn, and swim back to the starting place.
Before each Scout enters the water, ask first if they have ever jumped into water over their head. It is
very important that you understand their comfort level. If a Scout seems nervous, allow them to first slide
into the water or step into it using the ladder. If the Scout seems more comfortable after this, let them
jump in and proceed with the swim check. By contrast, be aware that some members of the den may
have swimming experience and will require less practice time.

◆ Activity 2: Front Crawl Swim Stroke (Requirement 7)

Have Scouts practice the front crawl stroke by standing waist deep in the water, bending at the waist,
and reaching forward as far as they can while moving their arms in a circular motion. Then they can try to
push off the pool with their feet, combining the arm motion with the flutter kick. (See the Bear Handbook
for steps and illustrations.)

◆ Activity 3: Reach Rescue and Throw Rescue (Requirement 6)

After Scouts attempt the beginner check, have them move on to practicing these two rescue methods in
the chest-high swimming area.

Reach
Divide Scouts into buddy pairs, and have one pretend to be in trouble in the water while their buddy
outside the pool will be the rescuer. Since we are practicing rescues, the Scout in the water will use a
“safe word” like “pineapple” instead of shouting for help. (They should only yell “Help!” in an actual
emergency. Remind the Scouts that not every person in need will be able to call out for help, even
though they may be briefly able to struggle to the surface.) First, the one in the water calls out “Pineap-
ple!” The rescuer then lies down at the side of the pool and extends one arm to their buddy. Next, have
the rescuer extend one leg while holding on to the side of the pool. Finally, have the Scout attempt the
rescue with a pool noodle or a towel. Then let the buddies switch places and repeat the process.

Throw
In this method, have the rescuer, standing at poolside, throw one end of a rope tied to a closed plastic
jug. The buddy can grab on to this and be pulled in.

170 BEAR
◆ Activity 4: Water Fun Time (Optional)
When Scouts finish with the requirement activities, give them some time for water games like pool tag,
pool volleyball, or water spud: Players scatter about the pool, and a starter throws a soft rubber ball high
into the air, calling out a player’s name. That player recovers the ball and throws it at one of the other
Scouts. Each player must stay in the same spot but may duck underwater to keep from being hit. If a
player is hit, that player picks up the ball and tries to hit someone else. If the ball goes wild, one “spud”
is counted against the player who threw it. The player with the fewest spuds wins.

CLOSING
Circle up in the chest-high water. Take a moment to tell Scouts how well they did with their swimming.
Then have everyone yell the Scout Water Safety chant. Tell them to splash in the middle of the circle on
the last line.
S is “Someone’s watching” Never swim alone.

C is “Check the rules.” Know where you can roam.

O is “Only buddies” should go from the shore.

U is “Know what U can do”—don’t do any more.

T is “Tell a grown-up” if someone is in need.

S-C-O-U-T shows safety. Now you take the lead!

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 1, 2, 6, 7, 8, and 9.
• Have Scouts give their thank-you notes to anyone who helped with the outing.

Upon completion of the Salmon Run adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by
presenting the adventure loops, to be worn on their belts, as soon as possible according
to your pack’s tradition.

SAlMoN RUN 171

 NOTES

172 BEAR
 SUPER SCIENCE

RATIONALE FOR ADVENTURE

In this adventure, Bear Scouts will get a little messy but gain a lot of knowledge! Science is an everyday
wonder that Scouts can learn more about by simply using ordinary household supplies. Their actions will
create amazing reactions in fun investigations exploring static electricity, oil and water, sinking versus
floating, and color morphing and layering.

TAKEAWAYS FOR CUB SCOUTS

• Following directions
• Introduction to the scientific method
• Learning the scientific law of action and reaction
• Finding new ways to be creative
Bear Handbook, page 268
ADVENTURE REQUIREMENTS
Complete at least four of the following:
1. Make static electricity by rubbing a balloon or a plastic or rubber comb against another material,
such as a fleece blanket or wool sweater. Explain what you learned.
2. Conduct one other static electricity investigation. Explain what you learned.
3. Do a sink-or-float investigation. Explain what you learned.
4. Do a color-morphing investigation. Explain what you learned.
5. Do a color-layering investigation. Explain what you learned.

NOTES TO DEN LEADER

This adventure has several choices based on which activities you choose to do with your den. These
den meeting plans, when followed as written, meet the requirements to earn this adventure. If you
choose to make adjustments, be sure you complete at least the minimum requirements.
Encourage the members of your den throughout this adventure to explore the “why” questions in each
experiment: Why does static electricity happen? Why do colors separate? Why did our prediction
come true? Why did it not come true?
Meeting 3 will be a den outing to a science lab, science museum, or school to learn more about static
electricity as well as density and buoyancy. Identify a location well in advance of the outing and make
arrangements with the staff member in charge. Confirm plans with families, including place, time, and
transportation. Make sure activity consent forms are signed, distributed, and collected.
This adventure also supports STEM (science, technology, engineering, and mathematics) activities in
local schools.
See the appendix for optional den meeting activities, including openings, gatherings, and closings.

SUPER SCIENCE 173

 MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED

• U.S. and den flags • Items for Flying Bottle Beads activity
• “Lab coats” (Use old shirts throughout this (requirement 2)
adventure, due to the risk of staining.) — Empty, dry 1-liter bottle
— 1⁄4 cup of small Styrofoam beads
• Items for Static Cling and Follow the Balloon
(like the ones in beanbag chairs)
activities (requirement 1)
— Balloon (If there are latex allergies in the • One pair of goggles for each member of the
den, substitute with a rubber or plastic den (These are optional but they add to the
comb and a piece of PVC pipe.) fun, and experiments in this adventure can get
— Polar fleece blanket or 1 wool sweater messy. However, if there are latex allergies, be
sure to use nonlatex goggles.)
— Section of cloth
— Tissue paper
— Ribbon
— Aluminum foil
— Two aluminum cans, one empty and one full
— Paper scraps
— Cardboard scraps
— Yarn or string
— chenille stem
— Coin
— Pingpong ball
— Running water

GATHERING: CARPET SHUFFLE SHOCK

As Scouts enter, let them shuffle their shoes along a carpet or rug to pick up extra electrons and a
negative static charge. Then they touch a door knob, and zap! The electrons jump from the Scouts
to the knob (a conductor), and they feel a static shock.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have each Scout answer the roll call with a noise they associate with science experiments
(“Sploosh,” “Fizz,” “Glug,” etc.).

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Ask: Have you ever heard the expression, “There is electricity in the air?” Well, in our Super Science
adventure, we’re going to prove there is electricity in the air—static electricity. We’ll use our super
scientist skills to show that static electricity, though invisible, can shock us, move paper, make our hair
stand on end, and cause objects to fly!

174 BEAR
ACTIVITIES
NOTE: Use the second option for Activities 1 and 2 if anyone in the den has a latex allergy.

◆ Activity 1: Static Cling and Follow the Balloon (Requirement 1)

Option 1: Create static electricity by rubbing the balloon on the fleece blanket or wool sweater. Ask
Scouts to predict which of these objects will stick to the balloon: human hair, tissue paper, aluminum foil,
cardboard scrap, paper scrap, yarn/string, chenille stem, ribbon, cloth, and a coin. Discuss your findings
with the den. Some objects will be more affected by static electricity than others.

Then charge the balloon again with static by rubbing it on the blanket or sweater. Predict which of these
objects will follow the balloon and which ones will move away from it: pingpong ball, full aluminum can,
empty aluminum can, gentle stream of tap water. Discuss the results with your den. This is another way
we can prove that static electricity affects objects.

Now rub the balloon on someone’s head. Watch what happens

to their hair as negative electrons build up on the balloon. After
doing this for a few seconds, place the balloon near a steady,
gentle stream of tap water, about 1/8-inch thick. Does the water
move toward or away from the balloon?

Option 2: Vigorously rub the PVC pipe or rubber comb against

the blanket or sweater. Then conduct the same investigations
as in Option 1 to see which objects stick to the pipe or comb.

Conduct the same object and water investigations, substitut-

ing the comb for the balloon. For the water experiment, charge
the comb by vigorously rubbing it against the blanket or
sweater or running it several times through long, dry hair. Then
place the comb near the stream from the tap and see how the
water bends. In both options, the neutral water should be
attracted to the electron-charged comb or balloon and move
toward it.

◆ Activity 2: Flying Bottle Beads (Requirement 2)

Make sure the 1-liter bottle is empty and dry, then fill it
with the 1⁄4 cup of Styrofoam beads. Now rub the bottle on
someone’s head and watch the beads fly around inside.
Next, see what happens when you put the bottle down and touch it with your hands. Do the beads move
toward or away from your hands? Run the same investigations with more objects to check the reaction
of the beads.

CLOSING
Akela’s Minute: As electrons move around, they go from atom to atom and from object to object.
Normally, we don’t even notice it. But when there are a lot of objects, they build up something called a
negative charge. Picture a room getting really, really crowded. Everyone is moving around, getting
squished, and they start to feel grumpy. Then the door opens, and people want to rush out to get away
from the crowd!

Take that example and think about electrons: They build up their negative charge and have nowhere to
go—until they meet another object. If they come near an object with fewer electrons (called a “lesser
charge”), all of the extra electrons will rush over to the other object. Then you can hear a popping noise
and sometimes see a spark, just like our Carpet Shuffle Shock. When you get a shock from static
electricity, it’s because a negative charge left an object and jumped to your body.

What a super reaction from electrons! Let us give a Bear cheer (or den yell) for the electrons. Good night,
Super Scientist Bears!

SUPER SCIENCE 175

 AFTER THE MEETING
• Serve refreshments, if desired.
• Record completion of requirements 1 and 2.
• Work together to clean up the meeting place.
• Take a group photo of the den to be printed out and used during the opening of Meeting 2.
• Prepare thank-you notes for the Bears to sign at the next meeting. The notes should be given to
anyone who helps with the outing.

MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags • Items for Color Morphing investigation
• Photo of the den for the opening (Requirement 4)
— One large jar or vase (must be clear)
• “Lab coats” (see Meeting 1)
— Water
• Items for Sticks and Spoons game (Gathering) — Cooking oil
— 10 marbles per Scout — Liquid food coloring (blue, red, and yellow)
— Plastic straws (same size, 1 per Scout) — Tablepoon
— Spoons (same size, 1 per Scout) — Measuring cup
— Plastic cups (same size, 1 per Scout)
• Items for Color Layering investigation
• Items for Bear Science Experiment (Opening) — Sugar (15 tablespoons)
— One large pot — Water (15 tablespoons)
— Index cards (1 per Scout) — Food coloring (blue, green, red, and yellow)
— One copy of den group photo from Meeting 1 — Six clear plastic cups (same size)
• Items for Sink or Float investigation — Tablespoon
(Requirement 3)
— Three eggs
— Three drinking glasses (same size)
— Salt (2 tablespoons, more or less,
depending on size of glasses)
— Sugar (same as above)
— Water
— Tablespoon

GATHERING: STICKS AND SPOONS

As they enter, give all Scouts a straw, a plastic cup, and a spoon and have them sit on the floor with 10
marbles scattered near each of them. At the word “Go,” give them 50 seconds to pick up as many marbles
as possible—using only the straw and spoon—and drop them into their cups. Each Scout keeps their own
score (“a Scout is trustworthy”). After everyone has arrived and played the game, declare the winner.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Bear Science Experiment: Give each Scout an index card with one or points of the Scout Law
written on it. In turn, have each Scout name the point they are holding and drop it into the pot. Then
reach into the pot and pull out last week’s picture of the den. Explain that all of us together, by
following the Scout Law, create a den that does great things!

176 BEAR
TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Ask if they have seen any static electricity in their homes or at school since the last meeting. Have
them share any stories.
• Review plans for Meeting 3, an outing to a science lab, science museum, or school.
• Tell the Scouts: At this meeting, we will discover how we can make eggs sink or float, suspend colors
in water, and make a rainbow in a cup of water!

ACTIVITIES

◆ Activity 1: Sink or Float (Requirement 3)

Ask Bears: Can you guess—or use your Super Science to “hypothesize”—whether an egg will sink or
float in water that is salty? What if the water is filled with sugar? And what if the water has nothing
added? Well, we can use our Super Science to find out.

Now conduct the investigation. Fill all three glasses with water. Have the Scouts leave plain water in the first
glass, stir salt into the second one, and stir the same amount of sugar into the third glass. Can the Scouts
predict what will happen when they add an egg to each glass? Let them try it and see if the eggs sink or float.

Then continue: In this adventure, we experimented with what scientists call “variables.” We left plain
water in the first glass, but we stirred salt into the second glass and sugar into the third one. Salt makes
water denser so the egg floats at the top. Using the same amount of sugar, the egg still floats, but not as
well. In plain water, it doesn’t float at all. Did your findings support your hypothesis or should you have
made a different prediction?

SUPER SCIENCE 177

 ◆ Activity 2: Color Morphing (Requirement 4)
Ask: Have you ever heard the saying “Oil and water don’t mix”?
Let’s use our Super Science to find out if that is true. Then we’ll
experiment more by adding colors to the liquid. What do you
predict will happen?

Have the Scouts fill the jar or vase with water. Then add
exactly 3 drops each of red, blue, and yellow food coloring
to the oil (no more or it will turn black). Stir the color and oil
together—you will see it break up into little droplets. Slowly
pour the mix into the water and watch the show begin!

Now ask: What is happening? Did you guess right? Oil and
water do not mix. When stirred together in the same container,
they will actually push away from each other once the motion
stops. When you added the food coloring to the oil, you stirred
it, mixing the two together. Once this is added to the water and
allowed to be still, the water and oil start to separate. Liquid
food coloring is water-based. This causes the colors to push
away from the oil. As the colors move through the water, it
causes a beautiful color morphing effect. If you have more
time for this activity, try it with different color combinations.

◆ Activity 2: Color Layering (Requirement 5)

Set out the materials for this investigation, and say: We found
out how to create unique designs with colors in liquid. Now,
can we put those colors together in layers to create a rainbow
effect? Let’s use Super Science to see.

Place five of the cups in a row. Keeping the cups in order, add
1 tablespoon of sugar to the first cup, 2 tablespoons to the
second, 3 tablespoons to the third, 4 tablespoons to the
fourth, and 5 tablespoons to the fifth cup. Keep the sixth
cup empty.

Pour 3 tablespoons of lukewarm water on top of the sugar in

the first five cups, and stir until the mix dissolves. Now add a
different food color to the first four cups and combine two of
the colors in the fifth cup. Stir the five cups again.

Now, pour half the contents of the fifth cup into the sixth cup.
Take the spoon and place it against the inside of the cup, bowl
side up. (Note: Using a spoon diffuses the force of the liquid
pouring into the cup. This will let the colors layer on top of one
another instead of mixing.) Be sure to pour gently, creating the
first layer, and continue doing this with the remaining three
cups. Enjoy the rainbow in your sixth cup!

Explain: Adding sugar to the water causes it to become thicker

as the sugar molecules take over the space. The more sugar
you add, the denser the water becomes. This lets you stack the
colored water as long as you pour it gently.

178 BEAR
CLOSING
• Den Electricity: Have Bears stand in a circle facing inside. Ask each Scout to turn all the way to their
right and place both hands on the shoulders of the person in front of them. Everyone starts walking
slowly, shuffling their feet. Tell the den: When we work together, we create electricity. Not only the
static electricity that gives a little spark when we shuffle on carpet, but the giant spark when we learn
and grow together as Scouts.
• Pass out activity consent forms for Scouts to have signed by a parent or guardian before Meeting 3,
the den outing. Confirm the location and transportation plans.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirements 3, 4, and 5.
• Work together to clean up the meeting place.
• Have the Scouts sign thank-you notes for anyone helping with the outing.

MEETING 3 PlAN (Den outing)

PREPARATION AND MATERIALS NEEDED
• Be sure all arrangements are made for the den to visit a science lab, science museum, or school to
learn more about static electricity, and density and buoyancy. Contact the location well in advance
and confirm all plans with the staff member in charge. Check to see if the physics department at a
local college or university might be willing to assist in the tour.
• Confirm that transportation to and from the site is in place. Secure signed activity consent forms.
• STEM activities (science, technology, engineering, and mathematics) may also be included in this outing.

GATHERING
• Remind Scouts to be courteous during the outing.
• Remind everyone of the importance of staying together and being on their best behavior.
• Use the buddy system.
• Review any questions the Scouts want to ask to make certain all are appropriate.

OPENING
• Assemble the group, and review any conduct rules and the buddy system.
• Say the Pledge of Allegiance.
• Ask Scouts to name points of the Scout Law they will demonstrate during the outing (friendly,
courteous, etc.).

TALK TIME
• Carry out business items for the den.

SUPER SCIENCE 179

 ACTIVITY
◆ Activity 1: Outing (Optional)
• Ask the professional guiding the tour to share about the different jobs available in the field of physics.
Perhaps the guide can tell the Scouts about educational requirements for those jobs and what
classes in school might help prepare them.
• Ask the guide if he or she knows of a science club for young people in the area.

CLOSING
• Plan a cheer in advance to give to helpers at the facility, including the tour guide.

AFTER THE MEETING

• Serve refreshments, if desired.
• Ensure cleanup takes place, if needed.

Upon completion of the Super Science adventure, your Bears will have earned the adventure
loop shown here. Make sure they are recognized for their completion by presenting the
adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

180 BEAR
 A WoRlD of SoUND

RATIONALE FOR ADVENTURE

Every culture has its own unique instruments. In this adventure, Scouts will “visit” three different parts
of the world and explore some of their musical sounds. Scouts will get the chance to make their own
versions of three instruments from those places and take them home to share with their family.

TAKEAWAYS FOR CUB SCOUTS

• A basic understanding of world musical culture
• Cooperation and sharing while making instruments
• Creativity
• Deductive reasoning when it comes to sound
• Respect for other countries

ADVENTURE REQUIREMENTS Bear Handbook, page 280

Complete all of the following:
1. Make an mbira.
2. Make a sistrum.
3. Make a rain stick.

NOTES TO DEN LEADER

In this adventure, you and your den will be able to experience something every culture has in common—
music! Your Bear den will be able to explore three different instruments made from easily found and
recycled materials. It might be good to download audio samples online in advance of each meeting so
Scouts can hear what each instrument sounds like. A great time to share your instruments would be at a
pack meeting.

MEETING 1 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Map of Africa
• Materials for constructing an mbira (see this adventure in the Bear Handbook)
• If you wish, try to find someone who has knowledge or experience with this instrument who could
visit the den meeting and speak with the Scouts. Check with local cultural centers, museums, or the
music department at a nearby college.

A WoRlD of SoUND 181

 GATHERING
Play a game of Ampe, Ampe (AM-pay). Schoolchildren play this game in Ghana, Africa. It is very similar
to Rock Paper Scissors.

Instructions:
Pick one player as the leader. That player stands on one side and the others stand in a line facing the
leader. The leader then walks across and stands opposite the first player in line, and they both do the
following actions at the same time:
1. Say, “Ampe, Ampe.”
2. Clap your hands.
3. Jump in place and land with one foot forward.
If both of them put the same foot forward, the leader sits down and the other Scout take the leader’s place.
If each puts a different foot forward, the leader moves to the next player in line and they repeat the actions.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have Bears answer the den roll call with the Swahili word for Yes, ndiyo z (en-DEE-yo), or Hello,
jambo (JAM-bo).

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Tell the Scouts it is time to visit Africa and learn about one of the musical instruments, played there,
the mbira—a wooden board with metal or wooden strips, or tines, that vibrate when you pluck them.
• Display a map of Africa so the Scouts can get a sense of where the instrument comes from. The
mbira has been an important instrument in Africa for more than 800 years, and it is known by that
name throughout much of the continent. But depending on the country you visit, the style of the
instrument may be different and called by a different name:
— mbira in Zimbabwe
— kalimba (kuh-LIM-buh) in Kenya
— ikembe (ee-KEM-bay) in Rwanda
— likembe (lee-KEM-bay) in the Democratic Republic of the Congo
These versions of the mbira are different in appearance, just as there are various types and styles of
some instruments in the United States, like the guitar. Some mbiras have only six tines to pluck, while
others have as many as 33. The instrument can be played by itself, but normally several mbiras are
played together to accompany singers or dancers.

In our country, this kind of instrument might be called a finger harp, a gourd piano, or a thumb piano—
because you use your thumbs to pluck (depress and release) the metal strips (tongues or lamellas) that
make particular musical notes.

ACTIVITIES
◆ Activity: Make an Mbira (Requirement 1)
See instructions in the Bear Handbook for making an mbira. After each Scout has made one, take some
time to experiment. Have the Scouts see what difference it makes if a player uses a craft stick instead
of their thumb to pluck the tines. Ask: What happens when a metal spoon? How about a plastic spoon?
Does the noise change depending on whether wood, metal, or plastic? Have them try to play a simple
tune like “Happy Birthday” or “Twinkle Twinkle Little Star.”

182 BEAR
CLOSING
Akela’s Minute: Tell the Scouts that while people around the world may be different in many ways,
they are the same in many other ways. This adventure helps us to understand that other cultures have
musical instruments and enjoy music just as we do. Likewise, when friends in other cultures close a
meeting or gathering, they wish for their friends to remain safe until they see each other again. Have the
Scouts turn to each other and say kuwa salama (KOO-uh sa-LA-ma), which means “Be safe” in Swahili,
a language used widely in East Africa and the Congo region.

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 1.
• Work together to clean up the meeting place.

MEETING 2 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Map of Egypt
• Materials for constructing a sistrum (see this adventure in the Bear Handbook)
• If you wish, try to find someone who has knowledge or experience with this instrument who could
visit the den meeting and speak with the Scouts. Check with local cultural centers, museums, or the
music department at a nearby college.

GATHERING
Play thumb wrestling, an ancient Egyptian game.

Instructions:
Divide the Scouts into pairs as they arrive for the den meeting. Have each Scout link four fingers on one
hand with the same four fingers on the other’s hand. Both of them should leave their thumbs free, facing
up. On the count of three, they “wrestle” with their thumbs. The winner is the first player who can hold
the other’s thumb down for more than 3 seconds.

NOTE: Adults should not thumb wrestle with the Scouts. Remind everyone that good sportsmanship is
important, and they are not to hold each other’s thumbs down for more than 3 seconds.

A WoRlD of SoUND 183

 OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law. Refer to Ceremonies for Dens and Packs for additional guidance.
• Have Bears answer the den roll call with the Arabic word for Yes, Aiwa (you-wa), or Hello,
Ahlain (Ah-len).
• Share this information with them about the gathering activity they just did: The ancient Egyptians
played many of the same games that we do today. If you look at pictures of Egyptian artwork, you will
see people throwing javelins, wrestling, swimming, running, etc. The game you just played (thumb
wrestling) is one that ancient Egyptians also played.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Display the map of Egypt and tell Bears that, for this meeting, they will travel 3,000 years back in time
to ancient Egypt where they will learn how to make a sistrum. This instrument is a type of Egyptian
musical rattle that was used to play songs for the pharaohs of Egypt. There are many wall paintings of
musicians playing their sistrums for the Egyptian royalty. In those days, sistrums were made out of
bone, wood, and strong plant fibers. To make our sistrums, we will use materials found around us that
give us the same look and sound as those early instruments (see this adventure in the Bear Handbook).

ACTIVITIES
◆ Activity: Make a Sistrum (Requirement 2)
• Have Scouts make their sistrums (see instructions in this adventure in the Bear Handbook).
• After this is done, play a song and have them try to match the rhythm of the song with the rattle of their
sistrums. Then ask: Was it easier to match the beat by shaking the sistrum or by sliding it back and
forth? Now use your Bear ears: What sound in nature is similar to the sound of a sistrum? Does the
sistrum sound like wind blowing through tall grass? Like an animal? Like the gentle noise of a river?

CLOSING
• Akela’s Minute: This week we traveled again—not only to another country, but also back in time.
Egyptian history gives us details of one of the earliest cultures that has been discovered, and more
discoveries are being made even now. Since we have been on a journey this week both in time and
place, let’s wish each other a safe journey in Arabic until we come together for the next meeting.
Bissalama. That means “Have a safe journey!”

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 2.
• Work together to clean up the meeting place.

184 BEAR
MEETING 3 PlAN
PREPARATION AND MATERIALS NEEDED
• U.S. and den flags
• Map of Chile (or a map of South America)
• 1 spinning top for each Scout in the gathering activity
• Materials for making a rain stick (see this adventure in the Bear Handbook)
• If you wish, try to find someone who has knowledge or experience with this instrument who could
visit the den meeting and speak with the Scouts. Check with local cultural centers, museums, or the
music department at a nearby college.

GATHERING
Have the den play a game of Trompo, or “Whipping Top.” Trompo has been played by people in Latin
America since approximately 2,800 BC. It is a version of spinning tops.

Instructions:
Tape a circle on the floor or ground for playing tops, and give one to each Scout as they arrive. Pair up
the Scouts and have them spin their tops to see which one will be knocked out of the circle.

OPENING
• Conduct a flag ceremony of your choosing that includes the Pledge of Allegiance and the Scout Oath
and Scout Law.
• Have the Scouts answer the den roll call with the Spanish word for Yes, Sí, or Hello, Hola. Spanish is
the official language spoken in Chile.

TALK TIME
• Carry out business items for the den.
• Allow time for sharing among Cub Scouts.
• Display the map of Chile or the map of South America, pointing out where Chile is. Remind Bears that
they traveled to Africa and Egypt in the first two meetings of this adventure, and now it’s time to go to
the country of Chile.
• Explain that rain sticks—which are thought to produce rain by artificial means—are found in many
cultures where plants must be kept growing for communities to survive. The Diaguita Indians of Chile
have been making rain sticks for centuries. They dance and shake them to imitate the sound of rain.
• The original rain sticks were made out of cacti. A piece of cholla cactus would be cut off and left to
dry out. The spikes on the outside were then scraped away so it would be safe to hold the rain stick.
The spikes on the inside were left intact so that when the “stick” was filled with seeds, beans, or
small rocks, a unique noise would be made as they fell softly past each spike.

A WoRlD of SoUND 185

 ACTIVITIES
◆ Activity: Make a Rain Stick (Requirement 3)
Tell the Scouts: Since we don’t have cacti growing at our meeting place, we will use cardboard tubes and
other modern items to recreate the sound of rain. (See this adventure in the Bear Handbook for a list of
materials and instructions.) There are many ways to control the sound of a rain stick: The length of the
stick makes a difference and so do the items that you choose to put inside. Decide on the combination of
sounds and size before you create your rain stick. Everyone’s rain stick will be a little bit different.

After the rain sticks are completed, discuss the sounds the sticks made. Say: Use your Bear ears. What
sound from nature did your rain stick make? Did it sound like the rain on your roof? Did it make the sound
of a waterfall? When you shook it, did it sound like thunder?

CLOSING
Have the Scouts stand at attention and repeat the Scout Oath. Then have them turn to each other and
say, “Cuídate” (KWEE-da-tay), which is Spanish for “Be safe.”

AFTER THE MEETING

• Serve refreshments, if desired.
• Record completion of requirement 3.
• Work together to clean up the meeting place.

Upon completion of the A World of Sound adventure, your Bears will have earned the
adventure loop shown here. Make sure they are recognized for their completion by presenting
the adventure loops, to be worn on their belts, as soon as possible according to your
pack’s tradition.

186 BEAR
Appendix
The appendix gathers information that you may find helpful for leading any of the adventures.

Appendix 1: parts of Your Meeting

◆◆ Gathering Activities ........................................................................................A-7
Baden-Powell Says.............................................................................................................. A-7
Concentration ...................................................................................................................... A-7
Craft Stick Puzzles ............................................................................................................... A-7
Hot or Cold .......................................................................................................................... A-7
Marble Golf .......................................................................................................................... A-7
Milk Jug Toss ....................................................................................................................... A-7
Odd or Even ......................................................................................................................... A-8
Pong..................................................................................................................................... A-8
Puzzle Mania ........................................................................................................................ A-8
Stoplight............................................................................................................................... A-8

◆◆ Opening Ceremonies and Ideas ....................................................................A-8

Openings
• Cub Scout/Webelos Scout Light ............................................................................. A-9
• Den Flag Opening .................................................................................................... A-9
• Den Yell Opening...................................................................................................... A-9
• Handshake Opening ................................................................................................ A-9
• Opening/Closing Song Ceremony ........................................................................... A-9
• Outdoor Code Opening ........................................................................................... A-9
• Pledge of Allegiance Opening................................................................................ A-10
• Roll Call Opening ................................................................................................... A-10
• Scout Law Opening ............................................................................................... A-10
• Scout Oath Opening .............................................................................................. A-10
• Scout Oath or Scout Law Meaning Opening ......................................................... A-10
• Roll Call Opening ................................................................................................... A-10
Flag Ceremonies to Open and Close Den Meetings
• Flag Ceremony Planning ........................................................................................ A-11
• Create Your Own Opening Ceremony With the U.S. Flag ..................................... A-11
• Flag Ceremony Comments .................................................................................... A-11
• Standard Indoor Flag Ceremony Using Flag Stands ............................................. A-12
• Retrieval of Colors Indoors .................................................................................... A-14
• Standard Outdoor Flag Ceremony Using a Flagpole ............................................. A-14
• Retrieval of Colors—Flagpole ................................................................................ A-15

Appendix A-1
 ◆◆ Talk Time Suggestions .................................................................................A-16
Dues ................................................................................................................................... A-16
Advancement ..................................................................................................................... A-16
Outings or Tours ................................................................................................................ A-17
Communicating the Pack and Den Calendar to Parents ................................................... A-21
Cub Sharing Time .............................................................................................................. A-21
Denner Investiture .............................................................................................................. A-21
Meeting Information ........................................................................................................... A-22
Groundwork for Future Advancement ............................................................................... A-22

◆◆ Closing Ceremonies .....................................................................................A-22

Cub Scout Circle Closing .................................................................................................. A-22
Flag Folding Closing .......................................................................................................... A-22
Friendship Circle Closing ................................................................................................... A-22
Handshake Closing ............................................................................................................ A-22
Leader’s Minute Closing .................................................................................................... A-22
Living Circle Closing .......................................................................................................... A-22
Mountain Climbing Closing Thought ................................................................................. A-23
My Flag Closing ................................................................................................................. A-23
Patriotic Song Closing ....................................................................................................... A-23
Square Knot Closing .......................................................................................................... A-23
We Meet as Cub Scouts Closing ....................................................................................... A-23

◆◆ Den Outings ...................................................................................................A-24

Outings .............................................................................................................................. A-24
Hikes .................................................................................................................................. A-24
Planning Den Outings and Excursions .............................................................................. A-24

Appendix 2: Working With Cub Scouts

◆◆ Child Behavior ...............................................................................................A-25

◆◆ How to Achieve Positive Behavior ..............................................................A-25

Expectations ...................................................................................................................... A-25
Code of Conduct ............................................................................................................... A-25
Two-Deep Leadership ........................................................................................................ A-25
The Den Chief .................................................................................................................... A-26
Den Meeting Structure ....................................................................................................... A-26
Leader/Scout Relationship ................................................................................................ A-26

A-2 BEAR
◆◆ Tracking Behavior .........................................................................................A-27
Conduct Candle ................................................................................................................. A-27
Tickets ............................................................................................................................... A-27
Marble Jar .......................................................................................................................... A-27
Stickers and Certificates .................................................................................................... A-27
Superstar Pins ................................................................................................................... A-27
Superstar Notes ................................................................................................................. A-27
Coup Stick ......................................................................................................................... A-28

◆◆ Den Doodles and Den Flags ........................................................................A-28

Den Doodles ...................................................................................................................... A-28
Den Flags ........................................................................................................................... A-28
Bases for Den Doodle or Den Flag .................................................................................... A-29

◆◆ Den Leader “Survival” Kit.............................................................................A-29

◆◆ Guidelines for Specific Types of Special Needs and Disabilities .............A-29

Mobility Impairments ......................................................................................................... A-30
Hearing Loss ...................................................................................................................... A-30
Vision Impairments ............................................................................................................ A-30
Speech/Language Disorders ............................................................................................. A-30
Cognitive Disabilities.......................................................................................................... A-31
Social/Emotional Impairments ........................................................................................... A-31
Autism Spectrum Disorder................................................................................................. A-31
Attention Deficit Disorder ................................................................................................... A-31
Learning Disabilities ........................................................................................................... A-32

Appendix 3: Crafts
◆◆ Why We Use Crafts .......................................................................................A-33

◆◆ Teaching Crafts to Cub Scouts ....................................................................A-33

◆◆ Helping Cub Scouts With Crafts ..................................................................A-34

◆◆ Resources for Craft Materials .....................................................................A-34

Using Salvage .................................................................................................................... A-35
Tips for Painting ................................................................................................................. A-36
Tips for Adhesives ............................................................................................................. A-36

Appendix A-3
 Appendix 4: Games
◆◆ Why We Use Games......................................................................................A-37

◆◆ How to Choose Games.................................................................................A-37

◆◆ Suggestions for Leading Games .................................................................A-38

◆◆ Choosing “It” and Teams .............................................................................A-39

◆◆ Cooperative Games ......................................................................................A-39

◆◆ Making Games Count—Leading Reflections .............................................A-39

◆◆ Games ............................................................................................................A-41
Active Games With Equipment .......................................................................................... A-41
• Balloon Battle Royal............................................................................................... A-41
• Cat’s Tail ................................................................................................................. A-41
Active Games Without Equipment ..................................................................................... A-41
• Bear in the Pit ........................................................................................................ A-41
• Shere Khan (The Tiger Game) ................................................................................ A-41
Ball Games......................................................................................................................... A-42
• Bucketball .............................................................................................................. A-42
• Monkey in the Middle............................................................................................. A-42
Bicycle Games ................................................................................................................... A-42
• Bike Relay .............................................................................................................. A-42
• Coasting Race ....................................................................................................... A-42
Knot Games ....................................................................................................................... A-43
• Giant Square Knots ................................................................................................ A-43
• Knot Card Game .................................................................................................... A-43
Noncompetitive, Cooperative, and Team-Building Games ............................................... A-43
• Batting Down the Line ........................................................................................... A-43
• Blanket Ball ............................................................................................................ A-43
Parachute Games .............................................................................................................. A-43
• Parachute Volleyball ............................................................................................... A-43
• The Umbrella .......................................................................................................... A-43
Relays and Races .............................................................................................................. A-44
• Balloon Sweeping Relay ........................................................................................ A-44
• Balloon Kangaroo Jumping ................................................................................... A-44
Physical Fitness Activities.................................................................................................. A-44
• Circle Hop .............................................................................................................. A-44
• Crab Walk .............................................................................................................. A-44

A-4 BEAR
 Quiet Games With Equipment ........................................................................................... A-44
• Clip It ...................................................................................................................... A-44
• Blowball ................................................................................................................. A-44
Quiet Games Without Equipment ...................................................................................... A-45
• Above and Below ................................................................................................... A-45
• Electric Squeeze .................................................................................................... A-45
Homemade Games ............................................................................................................ A-45
• Homemade Ring Toss ............................................................................................ A-45
• Teeterboard Jousting ............................................................................................. A-45
Tire Games......................................................................................................................... A-45
• Roll for Distance..................................................................................................... A-45
• Tire Rolling Relay ................................................................................................... A-45
Water Games ..................................................................................................................... A-46
• Up and Under ........................................................................................................ A-46
• Cork Retrieve ......................................................................................................... A-46
• Live Log ................................................................................................................. A-46
Winter Games in the Snow ................................................................................................ A-46
• Fox and Geese ....................................................................................................... A-46
• Snowball Sharpshooting ........................................................................................ A-46

Appendix 5: Outdoors
◆◆ What to Do If Lost .........................................................................................A-47

◆◆ Health and Safety ..........................................................................................A-47

◆◆ Fun on Hikes ..................................................................................................A-48

◆◆ Types of Hikes ...............................................................................................A-49

Seasons Hike ..................................................................................................................... A-49
Web of Life ......................................................................................................................... A-49
Tracks and Signs ............................................................................................................... A-49
Micro Hike .......................................................................................................................... A-49
Nature Safari ...................................................................................................................... A-49
Sense of Touch .................................................................................................................. A-50
Nature Babies .................................................................................................................... A-50
Nature Noises .................................................................................................................... A-50
Count the Colors................................................................................................................ A-50
Inch Hike ............................................................................................................................ A-50
A-B-C Hike......................................................................................................................... A-50
String-Along Hike............................................................................................................... A-51
Surprise Breakfast Hike ..................................................................................................... A-51

Appendix A-5
 Night Hike .......................................................................................................................... A-51
Silent Hike .......................................................................................................................... A-51

◆◆ Hiking Games ................................................................................................A-51

Know Your Rock ................................................................................................................ A-51
Know Your Leaf .................................................................................................................. A-51
Grab Bag............................................................................................................................ A-52
Nature Photographer ......................................................................................................... A-52
Nature Kim’s Game ............................................................................................................ A-52
Camouflage Trail ................................................................................................................ A-52
Nature Scavenger Hunt ..................................................................................................... A-52

◆◆ BSA Outdoor Ethics Program ......................................................................A-53

The Outdoor Code ............................................................................................................. A-53
Leave No Trace Principles for Kids .................................................................................... A-53

Appendix 6: Resource Guide for Aquatics Activities

◆◆ Water Safety ..................................................................................................A-54

◆◆ BSA Safe Swim Defense ..............................................................................A-55

◆◆ BSA Safety Afloat (Boating Safety) .............................................................A-56

◆◆ Swim Classification Tests ............................................................................A-57

◆◆ Swimmer Classifications..............................................................................A-57

◆◆ Testing Procedure .........................................................................................A-59

◆◆ Swim Test Anxiety .........................................................................................A-61

Appendix 7: Leader Helps

◆◆ Knots and Ropes...........................................................................................A-63

Appendix 8: Awards
◆◆ Awards Cub Scouts Can Earn .....................................................................A-64

Appendix 9: Additional Resources

A-6 BEAR
 1
Appendix
pARTS OF YOUR MeeTinG
GATHeRinG ACTiViTieS
◆◆ BADEN-POWELL SAYS
This game is played like Simon Says. The leader is at the front and gives a command to perform an
action (i.e. “Stand on your left foot.”). If the leader begins the command with “Baden-Powell says,” then
everyone does the action. If the action is done incorrectly, the Cub Scout is out. If the command does
not begin with “Baden-Powell says,” and the action is performed, the Cub Scout is out.

◆◆ CONCENTRATION
Select pairs from a deck of cards depending on the size of the den. Lay the cards out on the top of the
table face down. Each player turns over two cards. If they match, the Cub Scout keeps the pair and wins
a point. If they do not match, the Cub Scout turns the selected cards face down in the same place, and
the game continues to the next player. The Scouts can make their own sets of cards by selecting
pictures from magazines to cut in half and mount on card stock.

◆◆ CRAFT STICK PUZZLES

Give each Scout the same number of craft sticks, laying them side by side to form a square. Each Scout
draws a picture covering all the sticks. Once drawn, they trade pieces with another Scout, and try to put
the puzzle back together.

◆◆ HOT OR COLD
Select a player to leave the room while an object is hidden. Select an item to hide in the meeting room.
Once the player leaves the room and the item is hidden, the player comes back in and tries to locate the
object. The player is given clues to the location by getting directions from the den such as “You’re getting
hotter” as they move closer, or “You’re getting colder” as they move away from it. Signals can also be
given by beating on the bottom of an aluminum pie plate with a spoon. As the player nears the item, the
drum beats faster and louder; as the player moves farther away, the drum beats slower and softer.

◆◆ MARBLE GOLF
Create a three-hole marble “golf” course using items such as coins or buttons as the tee boxes and cups
as the holes. Place each cup on its side several feet away from its tee box. Each Scout shoots a mar-
ble from the tee box toward the hole. The Scout should count the number of shots needed to get to the
hole. Once the first hole has been conquered, the Cub Scout moves on to the next hole. The Scout with
the lowest score wins. You can make the course harder by putting obstacles in the way.

◆◆ MILK JUG TOSS

Gather enough milk jugs for each member of the den to have one. Cut the
bottom of the milk jug out so that it is large enough to catch a bean bag, ping-
pong ball, rolled up sock, or wiffle ball. Make sure to toss an item that will not
hurt if it strikes the player and is soft enough not to break whatever it strikes.

Appendix A-7
 ◆◆ ODD OR EVEN
Every player starts with five pennies. They select a number between 0 and 5, and put that number of
pennies in one fist. Go to different players and ask, “Odd or even?” If the players guess right, they win
a penny. If they guess wrong, they lose a penny. Continue circulating among the players until time is up.
(It is acceptable to ask the same player multiple times.)

◆◆ PONG
Create pairs of players, and seat them across from each other with table space between them. Each
player has a straw, and each pair of players has a pingpong ball or cotton ball. Put the ball between the
two players and say “Go!” The object is to blow the item off the table on your opponent’s side.

◆◆ PUZZLE MANIA
Provide one small puzzle for each Scout. Place each puzzle in a plastic bag; however, put some of the
pieces in different bags so that Scouts will each have to go to the other Scouts to hunt for the pieces
that match their puzzles. To make this more challenging, do not show them the completed puzzle pictures.

◆◆ STOPLIGHT (SIMILAR TO RED LIGHT, GREEN LIGHT)

The caller stands at the front of the room with one green bandanna, one red bandanna, and one yellow
bandanna. The other Cub Scouts should be lined up away from the leader. With their back to the players,
the leader will hold up one bandanna at a time. The leader should keep the bandannas as hidden as
possible to keep the next action a surprise. Red means stop, green means go, and yellow means go
slow. The first one to reach the leader becomes the leader and the game begins again.

OpeninG CeReMOnieS And ideAS

The following guidelines will help the den participate in ceremonies that are well prepared and well received:

• An opening ceremony signals the beginning of the den meeting. It also sets the tone for the meeting.
Most opening ceremonies include a flag ceremony, which provides an opportunity to teach youth
how to handle and present the U.S. flag in a respectful way. A closing ceremony brings the meeting
to a close for the Scouts.
• Know your audience. Keep your openings and closings appropriate for children of Cub Scout age.
Simple ones are more effective than long, elaborate ones because children this age have short
attention spans.
• Rotate responsibilities among the Cub Scouts in your den for the opening, flag, and even closing
ceremonies at your den meeting. When Scouts are involved, it is easier to hold their attention during
the meeting.
• Use a variety of ceremonies to hold everyone’s
interest. Keep track of which ones you use and avoid
repeating them meeting after meeting. Variety is as
important as length. Den openings and closings
should be kept short. Openings should be no longer
than two or three minutes. Closings may be a little
longer but still should be age-appropriate.
• You may adapt any ceremony to meet your needs.
Dens come in many different sizes, and youth come
with different skill levels. Younger children may need
to have someone read their lines while they perform
an action or hold a sign. No ceremony is written in
stone. Feel free to make changes to work for you!
• NOTE: A prayer can also be added to each opening
or closing.

A-8 BEAR
CUB SCOUT/WEBELOS SCOUT LIGHT
The den leader asks den members to sit on the floor in a circle and dims the lights. Have a small candle
and larger candle, plus matches, on a table. Flashlights or battery-operated candles may be used instead
of regular candles and matches.

DEN CHIEF: I will light this small candle. It represents the goodwill given by one Cub Scout. See how
it shines? The rays from several Cub Scouts make a brighter light. Each Scout lets their light shine by
doing their best and helping other people.

DEN LEADER: I’ll light this large candle. This represents that there is a brighter light that leads us all. Let
us always think first of God, second of others, and finally of ourselves.

◆◆ DEN FLAG OPENING

The den forms a tight circle with the den flag in the center. Each member of the den grasps the flagpole
with their left hand, makes the Cub Scout sign with their right hand, and says the Scout Oath.

◆◆ DEN YELL OPENING

Give your den yell.

◆◆ HANDSHAKE OPENING
The denner calls the roll, and each member of the den comes forward and gives the Scout handshake.

◆◆ OPENING/CLOSING SONG CEREMONY

Select a song from the Cub Scout Songbook to sing as your opening or closing. You might also select a
song related to the adventure to sing as the opening or closing ceremony.

◆◆ OUTDOOR CODE OPENING

Preparation: Five Cub Scouts walk in with the U.S. flag.

CUB SCOUT 1: As an American, I will do my best to be clean in my outdoor manners.

NARRATOR: I will treat the outdoors as a heritage. I will take care of it for myself and
others. I will keep my trash and garbage out of lakes, streams, fields,
woods, and roadways.

CUB SCOUT 2: As an American, I will be careful with fire.

NARRATOR: I will prevent wildfire. I will build my fires only where they are appropriate.
When I have finished using fire, I will make sure it is cold-out. I will leave a
clean fire ring or remove all evidence of my fire.

CUB SCOUT 3: As an American, I will be considerate in the outdoors.

NARRATOR: I will treat public and private property with respect. I will use low-impact
methods of hiking and camping.

CUB SCOUT 4: As an American, I will be conservation minded.

NARRATOR: I will learn how to practice good conservation of soil, waters, forests,
minerals, grasslands, wildlife, and energy. I will urge others to do the same.

CUB SCOUT 5: Let us think about these responsibilities as we stand and sing “America
the Beautiful.”

Appendix A-9
 ◆◆ PLEDGE OF ALLEGIANCE OPENING
The den gathers in a semicircle or horseshoe formation. One Cub Scout presents the colors (the U.S.
flag) at the open end of the horseshoe. In turn, each Scout steps forward, gives the Cub Scout salute,
and steps back. Follow with the Pledge of Allegiance.

◆◆ ROLL CALL OPENING

The denner calls roll, and the Cub Scouts respond by naming an item related to the adventure.

◆◆ SCOUT LAW OPENING

The den forms a circle, gives the Cub Scout salute, and says the Scout Law. (Webelos Scouts may give
the Boy Scout salute.)

◆◆ SCOUT OATH OPENING

The Cub Scouts form a large circle. Their parents, guardians, or other caring adults (if present) form an
outer circle by standing behind their Scouts. All say the Scout Oath in unison.

◆◆ SCOUT OATH OR SCOUT LAW MEANING OPENING

Select a phrase from the Scout Oath or Scout Law, and talk about its meaning.

◆◆ ROLL CALL OPENING

(Can be adapted for Wolf or Bear Scouts)
As the den meeting host calls roll, each Tiger team responds with a loud tiger growl.

A-10 BEAR
FLAG CeReMOnieS TO
Open And CLOSe den MeeTinGS
Most den meetings will include the Pledge of Allegiance to the U.S. flag. It is appropriate to have a
presentation of the colors and the Pledge of Allegiance at the beginning of the den meeting, with the
retirement of the colors at the conclusion. On occasion, you can vary the opening ceremony and not
use the flag. Patriotic ceremonies should be meaningful and inspirational. During flag ceremonies, those
who are leading the ceremony or holding the flag should be in complete uniform and well groomed.

◆◆ FLAG CEREMONY PLANNING

When you take the time to plan ahead, the Cub Scouts will be prepared for a successful experience.
• When younger Cub Scouts are responsible for a flag ceremony, make sure the flags are not too heavy
for the Cub Scouts to carry.
• Check the ceiling height beforehand to determine whether the flags will clear it. If they won’t, post the
colors before the meeting.
• Rehearse the ceremony. Make sure everyone knows their part and walking route.

◆◆ CREATE YOUR OWN OPENING CEREMONY WITH THE U.S. FLAG

Use the following suggestions to make your ceremony effective:
• Have the color guard post the colors and retreat.
• Post the flag, and then create a slight breeze with an electric fan.
• Shine a flashlight or spotlight on the flag.
• Follow the flag with a flashlight or spotlight while the color guard walks in.
• Use background music.
• Prerecord music and play it, making it louder or softer as your ceremony progresses.
• Use songs that are appropriate for the occasion, such as “The Star-Spangled Banner,” “America,
the Beautiful,” “You’re a Grand Old Flag,” “God Bless America,” seasonal songs, marching songs, or
spiritual songs.

◆◆ FLAG CEREMONY COMMENTS

Keep in mind the following guidelines:
• When in uniform, stand at attention and salute with your right hand.
• When not in uniform, stand at attention and place your right hand over your heart. You should remove
your non-uniform hat.
• When in uniform, with your head covered or uncovered and either indoors or outdoors, stand at
attention and salute with your right hand when the U.S. national anthem is played, the colors are
raised or lowered, the Pledge of Allegiance is recited, or the U.S. flag passes by in a parade.
• The color guards do not participate in saluting, singing, or saying the Pledge of Allegiance with the
group because their job is to guard the flag at all times. They should salute after the U.S. flag is posted.
• The U.S. flag is posted on the left, as you look toward the front.
• Any person can write to their U.S. senator or U.S. representative and, for a reasonable fee,
receive a flag that was flown over the U.S. Capitol in Washington, D.C.
• For more information regarding the U.S. flag, refer to the BSA booklet Your Flag.
• You can find additional information on the U.S. flag from government websites and from veterans’ groups.
• Make sure that you include all youth in your flag ceremonies at different times of the year. Scouts with
physical disabilities can proudly act as narrator or even flag bearers when adults see these events as
possibilities instead of barriers.
• Sometimes we hear people say the phrase “one nation (pause) under God.” When this phrase was added
by House Joint Resolution 243 and approved by President Dwight D. Eisenhower on June 14, 1954, it was
added without a comma or pause after the word “nation.” The correct phrasing is “one nation under God.”

Appendix A-11
 ◆◆ STANDARD INDOOR FLAG CEREMONY USING FLAG STANDS
Preparation: Put flag stands in place at the front of the room. Looking to the front, the U.S. flag stand
is on the left. Flag guards are in the back of the room holding the flags. They have already checked to
make sure that the flags fit in the flag holders and that the flags clear the ceiling.
Personnel: Narrator and color guard
Materials: U.S. flag and a den flag if available

NARRATOR WILL CALL: ACTIONS

Attention. Will Scouts (Pause.) The color guard waits in the back of the room for the Scouts
please rise. to stand and become quiet.

Color guard, advance.
The den flag guards and bearer are on the left, and the U.S. flag
guards and bearer are on the right. With the U.S. flag in the lead, they
walk in and cross so that the U.S. flag will be on the left side of the
room when you look toward the front. The bearers and guards take
their positions near the flag stands, facing the audience and holding
the flags vertically.

Hand salute. Everyone, with the exception of the flag bearers and guards, salutes.

Please say with me the All join in.

Pledge of Allegiance.
The bearers and guards stand at attention and continue to hold the
flags. The den flag is lowered slightly so that the U.S. flag stands
taller. The U.S. flag guards and bearer and den flag guards and bearer
do not salute or say the Pledge of Allegiance.

Two. The den drops its salute. The den flag is raised to its vertical
position again.

Color guard, post the colors. The den flag is placed in its stand. Its guards and bearer step back
into place. The U.S. flag is then posted. Its guards and bearer step
back into place. The U.S. flag is then posted. The color guards then
salute the flag.

Color guard, dismissed. The U.S. flag guard leads the procession to the back of the room with
the narrator following last.

A-12 BEAR
Appendix A-13
 ◆◆ RETRIEVAL OF COLORS INDOORS
NARRATOR WILL CALL: ACTIONS

Attention. Will Scouts (Pause.) The color guard waits in the back of the room for the audience
please rise. to rise and become quiet.

Color guard, advance. The U.S. flag guard and bearer and pack flag guard and bearer walk
down the aisle and to the flags. They stand behind the flags, facing
the audience.

Color guard, salute. The guards and bearers salute.

Color guard, retrieve the colors. The U.S. flag is removed first (just slightly ahead of the den flag).

Hand salute. Everyone, with the exception of the guards and bearers, salutes.
The U.S. flag stays on its “marching right” as the guards and bearers
proceed down the aisle to the rear of the room.

Two. Everyone drops the salute.

◆◆ STANDARD OUTDOOR FLAG CEREMONY USING A FLAGPOLE

Preparation: Check the flag against the rope to make sure the attachments line up before the flag ceremony.
It helps to lower the loops to the base of the flagpole so it is ready for the ceremony. Rewind the cord to
hold in place.

Personnel: Narrator and color guard

Materials: U.S. flag and a pack flag

Remember that the outdoor program runs like a thread through the Scouting program. When dens and
packs are outdoors, ceremonies are appropriate—and important!

• Outside noises from wind and water can make it

difficult to hear voices. Keep the group close to-
gether and have the speaker face the crowd.
• Plan your flag ceremony carefully. If you do not
have a secure flag holder, have the Scouts present
the flag and continue to hold it during your flag
ceremony. Then have them retreat with the flag.
Whether you are inside or outside, give the U.S.
flag the same respect and handle it properly.
• Use nature as a backdrop. Look around and
choose a location that showcases your event.
• Sweep the area and walkways, looking for
loose rocks and tree roots that might trip a
child or adult.

A-14 BEAR
 NARRATOR WILL CALL: ACTIONS

Attention. Will the audience (Pause while everyone stands and remains quiet.) The color guard
please rise. waits in the rear for the audience to become quiet.

Color guard, advance. The U.S. flag guards and bearer walk in and take their positions near
the flagpole, facing the audience.

Color guard, prepare to raise The line is unwound. The flag is unfolded and attached to the rope.
the colors.

Hand salute. Everyone, with the exception of the U.S. flag guards and bearer, salutes.

Color guard, raise the colors. Then the flag is raised quickly to the top of the pole, and the cord is
wound back in place.

Please say with me the Pledge The U.S. flag guards and bearer stand at attention. (All join in.)
of Allegiance. The U.S. flag guards and bearer do not salute or say the Pledge
of Allegiance.

Two. The den drops its salute.

Color guard, salute. The U.S. flag guards and bearer salute.

Color guard, dismissed. The color guard retreats to the back of the group.

◆◆ RETRIEVAL OF COLORS—FLAGPOLE
NARRATOR WILL CALL: ACTIONS
Attention. Will the audience (Pause.) The color guard waits in the rear for the audience to
please rise. become quiet.

Color guard, advance. The U.S. flag guards and bearer walk to the flagpole. They stand
behind the flag, facing the audience.

Color guard, salute. The U.S. flag guards and bearer salute.

Color guard, prepare to They unwind the cord and wait.

retrieve the colors.

Hand salute. Everyone, with the exception of the U.S. flag guards and bearer,
salutes. The U.S. flag is quickly lowered.

Two. As soon as the flag touches the hands of the guard, this command
is given. Everyone drops the salute. The U.S. flag guard and bearer
remove the flag from the rope and fold it correctly.

Color guard, retreat. They return to the back of the group.

Appendix A-15
 TALK TiMe SUGGeSTiOnS
This section of the meeting is set aside to cover the “business items” that need to be covered for den
and pack activities in the near future. Some of these items will be covered every meeting, some may only
be covered once a year.

It may be handy to have a prepared handout to send home with the Scouts or hand to their parents,
especially if it involves logistics—such as meeting somewhere different for a tour or items the Scouts
need to bring from home for the next meeting, etc. Communicating with parents and guardians of Cub
Scouts can be done several different ways. In the Family Talent Survey, parents and guardians are asked
what method of communication they prefer. Some dens or packs use social media sites, while others
use text messages.

◆◆ DUES
If your pack uses the dues you collected to fund your den operations, then you will need to come up with
a system to collect them regularly and record who has paid and who has not. This is a perfect job for an
assistant den leader, if you have one, or it could be taken care of by a parent who is willing to help. You may
want to collect something every week or on a monthly basis. Some parents prefer to pay for the entire year
so their Scout is taken care of. Decide how much (based on the expenses of providing the program supplies),
when you want to collect it, and how it will be recognized; then tell the Scouts’ parents so they are aware of
your process.

Obviously, it will be important for you to keep good records of your den purchases and dues collections in
case there are any questions. Some packs do not use individual den dues, but instead cover den expenses
from the pack budget or sponsoring organization. You will need to find out how your pack handles this.

It may be convenient to collect dues as part of your gathering activity time.

◆◆ ADVANCEMENT
Your Scouts may work on advancement with their parents as well as in your den activities. You may also as-
sign them “Do-at-Home Projects” from time to time—items to finish at home and bring back to show the rest
of the den. It may be convenient to record this information during this part of the meeting. An assistant den
leader will work well for this duty as well.

You will need to have a method to record this advancement. The BSA has colorful wall advancement charts
that can be used to keep track of each of your Scouts’ adventures. Using colored pencils or a signature to
designate a requirement as completed can work well with this type of chart. You may also choose to use
Scoutbook, which is an online tool to help you track advancement digitally instead of filling out advancement
reports. You can learn more at Scoutbook.com. You can learn more about digital tracking at my.scouting.org.
There are also paper pages available from BSA and other sources to assemble a binder and mark off
individual requirements.

However you decide to track advancement, it is an important part of your den leader job. Figure out a
method that works for you, and go for it!

If Cub Scouts have completed an advancement BEAR

Instructions
ADVANCEMENT
item with their family or at school, have them give a elective adventure, to earn the
Bear Core
Complete the requirements for all six required adventures, plus one
Electives
rank of Bear. Use the chart below to fill in
Bear the
Core date of completion.
Electives

Bear Baloo the

short report to the rest of the den, so they can see

Marble
Bear Baloo the Marble Claws Builder Madness
Claws Builder Madness Bear Core Electives

Bear Beat of Bear

Den __________ Den Leader _________________________________________

Critter Care Baloo the Marble
Bear Necessities the DreamClaws Builder Madness
Necessities
Beat of
the Dream
Critter Care
Bear Core Electives Bear Core Electives Bear Core Electives

Bear Baloo the Marble Bear Baloo the Bear Bear Baloo the Marble
Fur, Feathers Bear Picnic Marble
Salmon Run Beat of Critter Care
Claws Builder Madness Claws Builder Necessities Madness the Dream Claws Builder Madness
Fur, Feathers Bear Picnic Salmon Run and Ferns Basket
Bear Core
Bear Core ElectivesElectives Bear Core Electives

that all advancement does not have to happen in

and Ferns Basket

Pack __________ Cubmaster _____________________________________

Grin and
Bear it
Music Around
the World
Roaring
Laughter
Bear
Necessities
Bear Beat of Bear
Clawsthe Dream
Claws
Critter
BalooCare
Builder
the Baloo the
Builder
Marble
Madness
Marble
Madness
Bear
Grin and
Necessities
Bear it
Beat of Fur,
Music Around
the Dreamand
the World
Feathers
Ferns
Bear Core
Critter
Roaring
Laughter
Care Bear
Bear Picnic
Claws
Basket
Electives
Baloo the Bear
Salmon Run
Builder Necessities
Marble
Madness
Beat of
the Dream
Bear Core
Critter Care

Electives

Fur, Feathers Bear Bear Picnic

Bear Salmon
Beat ofRun Beat of Critter Care Critter CareFur,
Paws Feathers
for Bear Grin and
Picnic BearSalmon Run Bear Baloo the Fur, Feathers
Roaring Beat of Marble Critter Care Bear Picnic Bear Salmon Run Baloo the Marble
Fishing Robotics Music Around
Paws for and Ferns Basket Necessities
Necessities the Dream the Dream and Ferns
Action Basket Bear it Claws theNecessities
World Builder Laughter the Dreamand Ferns
Madness Basket Claws Builder Madness
Fishing Robotics
Action Bear Core Bear Core Electives Electives Bear Core Electives

the den meetings.

RequiredBearBear Adventures Elective Adventures
Grin and Bear Fur, Feathers Fur,
Music Around Bear Baloo the
Feathers Roaring
Bear Picnic Salmon Run
Baloo the
Bear Picnic
Marble Grin
Salmon Run
Marble and Music Paws for
Around BearRoaring
Super Science Fur, FeathersBeat of BearRobotics Bear Picnic
Fishing GrinCare
Critter and Salmon Run
Baloo the Marble Bear
Music Around Roaring Beat of Critter Care
Bear it the Worldand Builder Laughter Fellowship Forensics
Necessities
Claws and Ferns Claws
Ferns Basket Builder
Basket Madness Madness
Bear it the WorldAction Laughter and Ferns the DreamClaws Basket Bear it Builder Madness Necessities Laughter
the World the Dream
Date of

Fellowship Forensics Super Science of Faith

Core Electives BearBear
CoreCore Electives
Electives
Joined

Bobcat
Date of

of Faith

Name
Date
Birth
Date

Baloo the Bear Bear Fellowship Paws for Fur,

Paws forMadness A Bear
Bear Bear
Beat of Robotics Bear Picnic
Bear Music BeatBalooofRoaring Paws for Make it Grin and Make It Forensics
Fur, Robotics
Feathers Grin andMarble Roaring
BearSuper PawsRun
for Beat of Roaring Super
Fur, FeathersRobotics A World Bear Picnic

Earned
Baloo the Bear Grin and Grin and
Fishing Marble Music Around Beat of
Critter
Around Roaring
Care the
Baloo the
Critter Care Marble Marble Fishing Bear Picnic Salmon
Music Around
Science Fishing Critter Care Salmon Run

Builder Bear Claws NecessitiesClaws and DutyAction Feathers,

Builder Necessities
Bear it
Action Bear Goes it Necessities
the Dream
Fishing
theClaws
WorldClaws
Basket the Drum
Builder Critter
Laughter BuilderLaughter
the Worldthe Dream Action Care Madness ForensicsMove! Fellowship
Madness
of Bear
Faith It and Ferns
Move Bear it Basket Necessities the World Action Robotics
the Dream Salmon Run and
Laughter Ferns Basket
ElectivesMadness Laughter Science of Sound
Make it
Move! Bear Core to Electives
God and Ferns Bear Core

Bear Bear Baloo theFellowship Beat of Marble PawsForensics

Fur, Feathers for Critter
Paws for
CareFur, Feathers Bear
Super Bear Fishing Salmon
Science Robotics Beat of
Run Beat of Salmon
Robotics Run Critter Care
Critter Care Bear Grin Super
and Science
Baloo thePawsit for Fur, FeathersFishing Roaring
Music Around Robotics
Fellowship Bear Picnic Grin
Salmon Run
Forensics and Super Science
Bear Roaring
Fishing
Bear Picnic Bear Picnic Fellowship Forensics Make Marble Music Around
Claws Necessities Builder of Faith the Dream Action
and Ferns
Madness Action and FernsBasket Necessities
Necessities Basket the Dream
the Dream
of Faith Claws Bear it Action
Builder Move! the Worldand Ferns
Madness Laughter
of Faith Basket Bear it the World Laughter

Bear Fur, FeathersBeat of GrinCare

Critter
Bear Picnic and Make it Salmon Run
Fellowship Grin and
Fellowship Fur, Feathers
Forensics
Music Around Fur, Feathers
Forensics Super Science
Music Around
Roaring Super
Bear Science
Bear Picnic Roaring
Picnic SalmonSalmon
Run Run Bear
Make it Paws for GrinCare
Beat of Fellowship Fishing Critter and Robotics
Forensics Super Science
Music Around Make it Roaring Paws for Fishing Robotics
Move! Move! Action Move! Laughter Action
Necessities and Ferns the Dream Basket Bear it of Faith it World and Ferns
of FaithBear the and Ferns Laughter
the World Basket Basket Laughter Necessities the Dream
of Faith Bear it the World

This may also work well in the gathering activity time if

Fur, Feathers Grin and Bear Picnic PawsRun
Salmon
Music Around for Roaring PawsFishing
for Make
Grinit
and
Grin and
Make it Robotics
Fishing Music Around Robotics
Music Around RoaringRoaring Fur, Feathers Fellowship Bear Picnic PawsRun
Salmon
Forensics for Make it Super Science Fishing Robotics Fellowship Forensics Super Science
Move! Move!
and Ferns Bear it Basket the World Action Laughter Action Bear itBear Move!
it the World
the World Laughter
Laughter and Ferns of Faith Basket Action of Faith

Grin and Paws for Music Around Fellowship

Fishing Roaring Robotics Forensics Paws Paws
Fellowship for for Forensics
Super Science Fishing Fishing Super Science Robotics
Robotics Grin and Music Around Make it Roaring
Fellowship Forensics Super Science Make it
Action ActionAction Move! Laughter Move!
Bear it the World Laughter
of Faith of Faith Bear it the World of Faith

you have help and the activity will not be interrupted.

Paws for Fellowship Fishing Robotics
Forensics Super Science Make it Fellowship
Fellowship Make it Forensics
Forensics Super Science
Super Science Paws for Fishing Robotics Make it
Action Move! Move! Action Move!
of Faith of Faith
of Faith

Make it Super Science Make itMake it Fellowship Forensics Super Science

Fellowship Forensics
Move! Move! Move!
of Faith of Faith

Make it Make it
Move! Move!

SKU 646945

7 30176 34863 6

34191 2018 Printing

©2018 Boy Scouts of America

A-16 BEAR
◆◆ OUTINGS OR TOURS
Traveling with Cub Scouts and their families can be a lot of fun! It can also create opportunities for
confusion and misdirection. To keep the experience positive for all families in the den and yourself, be
sure to communicate—and communicate often—with everyone.

Preparing a printed or electronic handout, flier, or brochure to give to the families with ALL the information
needed will save you a lot of headaches. Depending on the trip, you may have a few items to pass along
or a couple of pages. Here are some samples:

Den 1 TV Station Tour!

touring TV station KCUB
Den 1 and their families will be
will be meeting at Tamkin
next Wednesday, May 14. We
time, 6:30 p.m., and then
School at our regular meeting
er. The tour is free, but we
carpooling to the station togeth
at Dairy Village on the way
will be stopping for ice cream
d for $2, and of course, their
home. Cones can be purchase
full menu will also be available.
approximate head count,
The station needs to know an
, May 9, with the number
so please contact me by Friday
. You can reach me by
of family members attending
or call 702-555-0111.
email at dljanet@email.com,
g trip, and the Scouts will
This should be a very interestin
enture with this trip. Hope
be completing our current adv
to see you all there!

DL Janet

Appendix A-17
 pout
Flaming Arrow Den Spring Cam
Spring
Webelos den will be holding our
ALOHA! The Flaming Arrow p nea r Ran dom
ky Willows Scout Cam
Campout next month at the Roc Lua u”!
e this year is “Hawaiian
Lakes on June 10-12. The them
meals, supplies,
person, which will include all
Cost for this event is $15 per ted to attend
uts and their parents are invi
and a cool patch! Webelos Sco k meeting.
fee is due on June 6 at the pac
(no siblings on this trip). The
is 342 Scout
physical address of the camp
We will meet at the camp. The trip is
code]. Attached is a map. The
Camp Drive [city, state, and zip
about 30 minutes.
about 20 miles and will take
d. We have
r list that each person will nee
Attached to this sheet is a gea pin g bag s or tents for
need to borrow slee
access to camping gear if you at the cam p, so be sure to
ays a little cooler
your group. The weather is alw
pack warm clothes.
y 20 at Spohn
g meeting at 6:30 p.m. on Ma
We will be holding a plannin be ther e. All of your
g on attending should
Elementary. Everyone plannin
questions will be answered!
, and are
t time on this event in the fall
The Webelos Scouts had a grea
iting weekend!
looking forward to another exc
-0112.
bob@email.com, or call 702-555
Any questions? Email camper

Always be sure to provide all the important information you can, including:
• Dates
• Location (include physical address)
• Cost
• Transportation method
• Items needed
• A contact person
Try to put yourself in the place of new parents, and give them all the information they need to feel
welcome and ready! Asking the new parents from last year what information they would have liked to
have known early will help you identify information to include.

Here is a good extended version of a trip planner from the BALOO (Basic Adult Leader Outdoor
Orientation) training. While you may not need to fill in all the blanks, it may help you uncover some
holes in your planning.

A-18 BEAR
 Cub Scout
Outdoor program Checklist
Date(s) _______________________________________________________
Location ______________________________________________________
❏ BSA facility ❏ Council-approved non-BSA facility

I. Administration
❏ Guide to Safe Scouting reviewed ❏ Camp reservation made
❏ Parent permission slips ❏ Camp deposit/fee paid
❏ Health forms ❏ Local requirements
❏ Insurance ❏ Licenses and permits
(fishing, boat, campfire, parking, etc.)

II. Leadership
Event leader ________________________________________ Phone (____) _____________
Assistant _________________________________________ Phone (____) _____________
Program leader _____________________________________ Phone (____) _____________
Assistant _________________________________________ Phone (____) _____________

III. Transportation
No. of seat Driver Auto Insurance
Driver belts License No. Yes/No

Equipment hauled by _______________________________________________________________

IV. Location
❏ Maps prepared
❏ Assembly location
❏ Departure time
❏ Camp arrival time
❏ Camp departure time
❏ Anticipated return time
❏ Stops en route (meal Y/N)
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

Appendix A-19
 V. Equipment
❏ Personal equipment lists ❏ Program equipment
❏ Group ❏ Emergency

VI. Feeding
❏ Menu planned by __________________________________________
❏ Who buys food? __________________________________________
❏ Fuel supplied by __________________________________________
❏ Duty roster by_____________________________________________
❏ Food storage _____________________________________________

VII. Sanitation
❏ Special camp requirements _________________________________
_________________________________________________________

VIII. Safety
❏ Ranger contact Phone (____) ________________________
❏ Nearest medical facility Phone (____) ________________________
❏ Nearest town ❏ Police number ____________________
❏ First aid/CPR-trained leaders ___________________________________________________
_____________________________________________________________________________

IX. Program
❏ Program planned
❏ Special program equipment needed
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
Item(s) _________________________________ Provided by _______________________
❏ Rainy day activities planned
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

A-20 BEAR
◆◆ COMMUNICATING THE PACK AND DEN CALENDAR TO PARENTS
Your pack will be holding some special events that may require additional help or more time to prepare
than normal meetings. Some of these events might be:
Blue and Gold Banquet: Inviting other family members
Pinewood Derby/Raingutter Regatta: Distributing kits, holding workshops to help build the racers,
running the race
Pack Campouts: Providing important information, gear needed, who can attend, what events will be
happening, etc.
Bridging Ceremonies: Possible change in location, special guests invited, special ceremonies
and inspiration
Holiday Parties or Other Celebrations: Preparing decorations, songs, skits, treats
Additional events provide by the council or district such as:

• District pinewood derby

• Fun days at the park/ballgame/zoo/trail or other special “Scout only” events
• Day camp/resident camp/overnighters
These all need to be promoted at the den level so your Scouts can take advantage of the opportunities.
You should be able to find out about them at roundtable or by talking to your unit commissioner.

◆◆ CUB SHARING TIME

Periodically, it is a good idea to let the Scouts share what’s happening in their lives—something fun they
did with their families, a good thing that happened at school, a fun game they’ve learned, or a new toy or
Scout gear they have acquired. Set up some ground rules, such as:
• Time limit per Scout, perhaps only one Scout per meeting
• Only positive, fun things—nothing derogatory or hurtful
• Props—do you want it to turn into “show and tell”?
• Topic—defined by you (favorite pet, favorite game, etc.), or let them decide
• Related to the Scout Oath or Scout Law—how they helped other people or did their best that week
It may be helpful to screen the first couple you do for the year, just to make sure they get off on the right
track. This can be a lot of fun for you and the Scouts, and provide some insight for you into their lives.

◆◆ DENNER INVESTITURE
A denner is a member of your den who has been given special responsibilities for your
group for a fixed period of time, usually a month. They will be given some jobs to do at
the meeting, such as:
• Setting up games for the Gathering activity and then picking them up afterwards
• Preparing a simple snack for the group, if you use one as part of your plan
• Setting up craft or activity items for the activity portion of the meeting
• General cleanup after the meeting
• Leading Opening and Closing ceremonies
• Keeping track of attendance records
• Other duties as the occasion arises
Talk Time is a great time to award the denner cord to your denner. The denner wears a
denner cord over the left shoulder. The cord is removed at the end of the month, and
presented to the new denner for the period of service. This responsibility mirrors leader-
ship tasks the Scout will need for rank advancement in the troop when they get older. You
should have specific tasks designated for the denner to do, and praise them when they are
done, especially when they are done without being asked.
Appendix A-21
 ◆◆ MEETING INFORMATION
Use a small portion of this time to tell the den what is going to happen. Are you:
• Starting work on a new adventure?
• Finishing up one you’ve already started?
• Working on skills and projects for an upcoming pack event?
• Playing a new game?
• Learning a new skill?
• Preparing thank-you notes for people who have helped them out recently?
Set the stage for another exciting meeting! This will let them know what they’re doing AND it will show
their parents that you have a plan and are working it! Be sure to include the reason for the activities in
that night’s meeting.

◆◆ GROUNDWORK FOR FUTURE ADVANCEMENT

If part of next month’s adventure requires some homework that might take a little time to complete, let
them know a few weeks early and keep reminding them—and their parents! This is probably a good time
to send a flier or other announcement home so the parents have all the details on what is needed.

CLOSinG CeReMOnieS
◆◆ CUB SCOUT CIRCLE CLOSING
Form the den in a circle. Each member of the den places a left arm around the shoulder of the person on
the left and a right arm around the shoulder of the person on the right.
Den leader or den chief: Now may the Great Master of all Scouts be with us until we meet again.

◆◆ FLAG FOLDING CLOSING

Have three Scouts fold the flag while the other members of the den stand respectfully in a semicircle.

◆◆ FRIENDSHIP CIRCLE CLOSING

Den leaders and members form a friendship circle. Cross arms with right arm over left and grasp the
hands of people on each side. They then sing a closing song.

◆◆ HANDSHAKE CLOSING
Have the members of the den form a circle and pass the Scout handshake from one to another around
the circle until it reaches the person who started it. As each Scout receives the handshake, they silently
make a wish and pledge to do their best.

◆◆ LEADER’S MINUTE CLOSING

This is a closing inspirational thought. It can be a brief story about the Scout Oath, the Scout Law, the
motto, or something patriotic. It could reflect ideals such as being kind to animals and people, showing
sportsmanlike behavior, or participating in school activities. It is told without moralizing.

◆◆ LIVING CIRCLE CLOSING

Based on an American Indian custom, the living circle may be used alone or as a part of another
ceremony. It reminds a Cub Scout of the friendships made in Cub Scouting.

Cub Scouts and leaders stand in a close circle, facing inward and slightly to the right. With their right hands,
they make the Cub Scout sign. With their left hands, they reach into the center of the circle. Each thumb is
pointed to the right, and each person grasps the thumb of the person on their left, making a complete Living
Circle with the handclasps. The Cub Scout motto can then be repeated. One version is to pump joined hands
up and down seven times as all say, “Akela! We’ll—do—our—best!” You can also use the Scout Oath, the
Cub Scout motto, or your own personal words in place of this chant.

A-22 BEAR
◆◆ MOUNTAIN CLIMBING CLOSING THOUGHT
Ask the Cub Scouts in your den to sit in a circle.

Den leader: Picture a very high mountain. It is beautiful but very dangerous. It has slippery glaciers
and high rocky places you can climb only with special equipment and with help from
other people. Mountain climbers depend on each other. They must be able to trust
their friends at the other end of the rope. When you pick your friends, think about
whether this is a person you could trust at the end of that rope. Let’s have a moment
of silence as we think about the good friends we have chosen.

◆◆ MY FLAG CLOSING
Right before the ending, the den leader asks the Cub Scouts to write a sentence about what the U.S.
flag means to them. For the closing ceremony, read the statements.

◆◆ PATRIOTIC SONG CLOSING

Den members form a circle around the U.S. flag. Everyone salutes and sings “America,” “God Bless
America,” or another patriotic song. (See the Cub Scout Songbook for ideas.)

◆◆ SQUARE KNOT CLOSING

Give each Cub Scout in your den a 3-foot section of rope. Have them tie their ropes together with square
knots to form a complete circle. They all lean back carefully to form a taut circle.
Den leader: You are part of a group of close friends, held together by the square knot—a symbol
of friendship.

◆◆ WE MEET AS CUB SCOUTS CLOSING

Have the Cub Scouts in your den form a circle.
Den leader: We meet as Cub Scouts, we part as friends, as now we leave, our meeting ends. Let
this circle be a token of friendship, as Akela guides us home.

Appendix A-23
 den OUTinGS
Excursions and field trips provide some of the most exciting parts of Scouting. Cub Scouts enjoy many
outdoor experiences as they participate in the variety of activities that can be held outside, such as field
trips, hikes, nature and conservation experiences, and outdoor games.

◆◆ OUTINGS
Children this age enjoy visiting museums, business establishments, parks, and other attractions. Here
are some suggestions:
How Things Are Made: Visit manufacturing plants such as aircraft, automotive, appliance, or electronic
manufacturers; chemical, paper, plastic, paint, furniture, or toy plants; and handicrafts or other small-
craft industries.
How Your Community Runs: Visit power, water, and sewage plants; a gas company; police and fire
stations; city hall; municipal buildings; the county jail; a telephone company; the post office; the Red
Cross; hospitals; newspaper plants; and radio, television, and weather stations.
How Your Community Is Fed: Visit truck and dairy farms, flour mills, and bakeries; food processing,
canning, or bottling plants; stockyards and meat or poultry packing houses; a fish hatchery; beverage,
candy, and ice-cream companies; markets; and food distributors.
Learn About Your Culture and Heritage: Visit art galleries, museums, and memorials; celebrated old
homes, monuments, and other historic sites; places of worship; civic centers; important local buildings;
summer theaters and band concerts; and local historical celebrations.
When these field trips are coordinated with the Cub Scouting adventures, they can help bring learning to
life by allowing Cub Scouts to experience firsthand the things they have been learning about.

◆◆ HIKES
A hike is a journey on foot, usually with a purpose, a route, and a destination. All ranks in Cub Scouting
will have several opportunities for taking hikes related to specific adventure requirements. See the
Outdoor Appendix for more information on hikes.

◆◆ PLANNING DEN OUTINGS AND EXCURSIONS

When planning a trip or excursion for your den or pack, keep the following guidelines in mind:
• Make sure that all activities are age-appropriate. Especially for pack excursions, which include Cub
Scouts of various ages, make sure there’s something that appeals to everyone.
• While it’s OK to include some activities just for the fun of it, make sure the featured event is relevant
to the values of Scouting and has educational value.
• Refer to the Guide to Safe Scouting, No. 34416, to ensure that all activities are conducted in a
safe manner. The online version, which will always be the most current, can be found by visiting
www.scouting.org and selecting “Guide to Safe Scouting” from the site menu.
• Be sure to file the proper forms and permits. An activity consent form should be signed by the
parent or guardian of every Cub Scout, even if the parent or guardian is attending. The form can be
accessed at www.scouting.org.

A-24 BEAR
 2 Appendix
WORKinG WiTH CUB SCOUTS
CHiLd BeHAViOR
Rewarding positive behavior and not accepting negative behavior is the key to teaching Cub Scouts proper
behavior. Remember that each child (just like all of us) has emotional needs that need to be fulfilled. These
needs include being accepted, getting noticed, belonging, receiving praise and encouragement, feeling
safe and sound, letting off steam, experimenting (and making some mistakes in the process), and having fun.
How each child tries to fulfill these needs is what makes them unique. One child may be timid and quiet, and
another, loud and rowdy; but both are afraid they won’t be accepted. Den leaders must plan ahead and be
prepared to make Cub Scouting a positive experience for everyone in their den.

HOW TO ACHieVe pOSiTiVe BeHAViOR

The den meeting is a time when the den leader and Cub Scouts socialize and plan for future activities.
For the den meeting to be productive for everyone, it must run smoothly. A good atmosphere is essential
to managing behavior. Many times, that simply means recognizing and rewarding good behavior. Here
are some suggestions for encouraging good behavior.

◆◆ EXPECTATIONS
Be sure that all Cub Scouts and their parents or guardians understand the purposes of Cub Scouting,
the advancement system, the structure of the den and pack, and the expectations of the family in the
program. A letter to parents and guardians with a follow-up face-to-face meeting within a couple of days
of joining Cub Scouts will ensure this. Encouraging parents and guardians to stay for den meetings and
involving them with their Cub Scout reinforces the family aspect of Scouting.

Den leaders wear their uniforms to strengthen a visual connection between the leader and the Cub
Scouts in their den. The uniform serves as a reminder for Cub Scouts to be on their best behavior. The
full uniform is a method of Scouting. It provides a level playing ground by covering up all differences of
social or economic background. As the den leader, you set the example. The power of a uniform is also
used in team sports. It shows that regardless of the position you play, you are a member of this team. In
Scouting, you are part of not only a den, a pack, but also a worldwide movement.

◆◆ CODE OF CONDUCT
A code of conduct is a list of behavioral expectations and consequences if the code is broken. With your
guidance, Cub Scouts in your den create the code of conduct. Three or four points will be sufficient, and
they should be positive; the words no or don’t have no place in a code of conduct. Include a final rule
such as “Have fun!” Also consider including the 3 R’s: Respect for others, Responsibility for yourself and
your things, and Reasonable behavior. Members of the den, including the den leader, should sign the
code of conduct, and it should be displayed at every den meeting. Using the 12 points of the Scout Law
can serve as a strong foundation for a code of conduct, and also reinforce the values of Scouting.

◆◆ TWO-DEEP LEADERSHIP
For the most up-to-date information, see www.scouting.org.

Appendix A-25
 ◆◆ THE DEN CHIEF
The den chief is a wonderful resource for the success of a den. Although den chiefs are not part of the
two-deep leadership because they are not adults, they can help manage the den by being prepared with
a game, story, stunt, song, or other brief activity that provides some variety in the den program. See the
Cub Scout Leader Book and Den Chief Handbook for more information on den chiefs.

◆◆ DEN MEETING STRUCTURE

Following the den meeting structure as outlined in this den leader guide will go a long way to making a
meeting run smoothly. Every part of the den meeting structure plays a vital role in the success of the meeting.

◆◆ LEADER/SCOUT RELATIONSHIP
The relationship between a leader and the Scouts is central to managing behavior. For instance, if the den
leader enjoys the den meeting, so will the Cub Scouts and their families. Children and parents model what
they see, so be a good model by having a positive attitude.
• Be consistent and fair in all your dealings. Treat all members of your den the same when they break
any rules, but do this in a manner that allows Cub Scouts to keep their dignity. Give them a chance to
tell their side of the story. Allow them the opportunity to apologize. Your example of fairness will carry
over into other aspects of the Cub Scouts’ lives.
• Be a good listener. When a Cub Scout wants your attention, look them in the eye. If you are busy, look
them in the eye and ask them to wait a minute. Honor their patient waiting by turning to them with your
full attention as soon as possible.
• Give each Cub Scout a chance to participate in discussions. To encourage members of your den
to speak one at a time and to listen carefully, you might try a “talking stick.” Only the person holding
the talking stick is allowed to speak, and everyone else must listen respectfully without interrupting. A
talking stick can be a dead branch from a tree, a dowel rod, or even a shortened broomstick handle.
• When you notice a Cub Scout’s good behavior, comment on it! Let everyone know exactly what you
liked. Soon, you’ll have all the den members copying that behavior. Comments such as “I like the way
you kept trying,” or “Good thinking,” or “Now you have the hang of it” encourage and build self-esteem.
The more specific you are, the more likely the communication has been effective and the activity will be
repeated. When you see a Cub Scout’s parent or guardian before or after meetings, be sure to let them
know about positive behavior. The Cub Scout may get additional positive reinforcement at home.

A-26 BEAR
TRACKinG BeHAViOR
The methods below highlight the use of positive reinforcement to encourage good behavior. Positive
reinforcement is giving something, such as a reward, to promote the behavior you want. Taking
something away after it has been earned is not part of positive reinforcement and is not a method
used in Cub Scouting.

◆◆ CONDUCT CANDLE
Use the same candle each week. The den leader or assistant den leader lights the candle at the
beginning of the den meeting, and the candle is allowed to burn as long as all den members show
good behavior. But if someone misbehaves or breaks the code of conduct, the candle must be blown
out for the rest of the meeting. As soon as the candle burns down, the den is entitled to a special
outing or special treat that they have chosen. On average, a den meeting lasts for a little over an hour.
Be sure to use a candle that will take four hours to burn uninterrupted. The key to this method is
making sure there is not too much time between the positive behavior and the reward. A large candle
that takes six months’ worth of den meetings to burn will not be as effective as a candle that only takes
two months.

◆◆ TICKETS
Buy tickets at teacher or party supply stores, or make them yourself. Give those in a den a ticket when
they do something good. (Try to give each person in the den an opportunity to receive a ticket during a
meeting.) They write their names on the back of their tickets. The tickets are placed in a jar, and a draw-
ing is held at the end of the den meeting for a small treat (gum, candy, stickers, small toy, etc.). At the
end of the month, hold a drawing for a “big” winner.

◆◆ MARBLE JAR
Use a glass jar so it makes lots of noise when you put a marble in. Draw a line on the jar high enough so
that it will take the Cub Scouts in your den six weeks or so to earn enough marbles to fill it to that point.
Explain that when marbles reach the line, the den will get a treat. Drop a marble in the jar when someone
in the den does something good. Make a production out of it. Celebrate with the den when they reach
their goal. Do not take out marbles for bad behavior. This is not consistent with the positive reinforce-
ment method of working with Cub Scouts.

◆◆ STICKERS AND CERTIFICATES

Give big flashy stickers for good behavior. Use them only occasionally, or they lose their appeal. Make
certificates by hand or with a computer. Use gold seals or other decorative stickers. You can also
purchase certificates at teacher supply stores.

◆◆ SUPERSTAR PINS
Decorate clothespins, one for each Cub Scout, with stars. As you notice good behavior, pin one on the
Scout. At the end of the meeting, Cub Scouts with pins on can pick something from a “treat bag”
consisting of a variety of food items; a small, healthy snack; or inexpensive items that appeal to the Cub
Scouts in your den (stickers, old patches, small toys, pencils). Vary the items in the treat bag often.

◆◆ SUPERSTAR NOTES
These notes to parents and guardians are good for praising Cub Scouts when they get back home. You
can make your own by hand or with a computer or buy them at a teacher supply store. The Cub Scouts
in your den will know you really appreciate it if you tell their families how well they did.

Appendix A-27
 ◆◆ COUP STICK
Some American Indian tribes used coup sticks (“coo sticks”)
as a way to display accomplishments. Items such as beads,
feathers, bear claws, or eagle claws were awarded at tribal
meetings for deeds of note (not unlike badges Cub Scouts
earn!). These were attached to the coup stick for display,
bringing honor to the coup stick owner.
Make a den coup stick by drilling a hole through a wooden
dowel at the top and bottom. Loop a long piece of heavy-
duty string or leather cord through the holes so it runs the length of the dowel. Award small items at
den meetings for good behavior. Use beads, feathers, stamped leather pieces, stamps on poster board
pieces, etc., and attach them to the string on the coup stick. Take the coup stick to pack meetings to
bring honor to your den!

den dOOdLeS And den FLAGS

◆◆ DEN DOODLES
A den doodle is a clever way to record advancement progress and other accomplishments of the Scouts as
well as a colorful decoration for the den meeting place. It can be something as simple as a chart, much like
the den advancement chart, or it can be a simple structure consisting of a cutout mounted on a stand. No
two den doodles are alike.

With the help of members of your den, choose

a design that “fits” the den. Den doodles can
be made from wood, cardboard, foam board,
or other materials; they can be a tabletop or
floor design; or they can hang on the wall or
from the ceiling. Include the den’s number
and a place for each Cub Scout’s name and
advancement record or accomplishment.

Add something to the den doodle at each

meeting, recognizing attendance, proper
uniforming, and behavior as well as completed
adventures. Colored beads and shells slipped
onto leather lacing are common items for
symbols of progress.

Dens may earn simple awards (sometimes

called dingle dangles) for a variety of things,
such as perfect attendance, good behavior, participation in service projects, or responsibilities at the pack
meeting. For example, the den leading the flag ceremony at the pack meeting or at school might earn a
small flag to hang on their den doodle; the den that leads a song might earn a musical note made of felt.
You can find more examples of den doodles in Cub Scout Ceremonies for Dens and Packs.

◆◆ DEN FLAGS
Den flags are simple flags that represent each den and give den members a sense of camaraderie and
identification. The flag is blue and yellow with the den number on it. Den flags are available at your local
Scout shop or at www.scoutshop.org. The flag may go home with a different Cub Scout family after each
meeting or may be the responsibility of the denner for the month. The flag should be brought to each
pack meeting and mark the place where the den sits.

A-28 BEAR
◆◆ BASES FOR DEN DOODLE OR DEN FLAG
Make bases from wood or from a 2-pound coffee
can filled with plaster, as shown. Cover the end of
the flagpole with aluminum foil and grease with a
thick layer of petroleum jelly so it will slip out easily
after the plaster hardens. Or use a piece of PVC
pipe that has an opening slightly larger than the
diameter of the flagpole. Cover the bottom end of
the PVC with foil and set it into the wet plaster. It
should stick several inches out of the plaster. When Nail four boards to
dry, the pole will slip easily into the PVC pipe. make the base. Two-pound coffee can
filled with plaster. While
wet, insert flagpole.

den LeAdeR “SURViVAL” KiT

At times, even the best plans go awry. A bag packed as a leader “survival” kit comes in handy when
unexpected things happen, all your planned activities for the meeting have been exhausted, or the den
just needs a change of pace. Your survival kit will grow as you and your den work together and discover
the things the den likes best—you will base your survival kit on those activities. The goal is to pack your
bag with lightweight, multiple-use objects—and take it to every den meeting.

Here are some suggestions for your leader survival kit. Remember that each item should have multiple
uses. Newspapers, for example, can be rolled and taped to become bats or batons to pass during a
relay; left flat, they can become a “base” for use during a game; opened, they can act as a drop cloth for
messy projects; folded, they can become hats. Newspapers can also be torn and taped and shaped into
instant costumes. Your imagination is the only limit.
• Balls—a couple of tennis balls and • Lightweight rope
at least one soccer ball • Scissors
• Blindfolds—at least two • Balloons
• Safety pins • Empty 16-ounce drink bottles with
• Duct tape caps—at least six
• Newspapers • Magic tricks
• Markers, pens, pencils, chalk • Puzzles
• Blank paper, various colors

GUideLineS FOR SpeCiFiC TYpeS

OF SpeCiAL needS And diSABiLiTieS
Every child has needs. Three important ones are to feel accepted by a group, to feel a sense of compe-
tence when approaching a task, and to feel a sense of self-satisfaction at its completion.

For some, these needs are easily met. For others, it takes a little more thought and planning on the part of
families and leaders. The parents or guardians of a Cub Scout with special needs will be the best resource
for information about the Cub Scout’s abilities, limits, and goals. Other resources include the Cub Scout’s
teachers and the Cub Scout Leader Book.

Many people wonder how children who are different from other members of the den will be accepted. You
will find that with proper preparation of the den, they will be accepted into the fellowship of the den easily.

If a Cub Scout has any of the following disabilities, these ideas might be helpful. Always ask if they need,
or want, help. Ask how you can help.

Appendix A-29
 ◆◆ MOBILITY IMPAIRMENTS
• Remember that people who use adaptive equipment (wheelchairs, crutches, etc.) often consider
their equipment an extension of their bodies.
• Never move equipment out of the person’s reach.
• Before you go out with someone who has a mobility impairment, make sure facilities at the
destination are accessible.
• Never pat a person in a wheelchair on the head. This is a sign of disrespect for adults.
• When helping, ask how equipment works if you are unfamiliar with it.
• Prevent strained necks by standing a few feet away when talking to someone in a wheelchair.
• Find a place to sit down for long talks.

◆◆ HEARING LOSS
• Make sure the person is looking at you before you begin to talk.
• Speak slowly and enunciate clearly.
• Use gestures to help make your points.
• Ask for directions to be repeated, or watch to make sure directions are understood correctly.
• Use visual demonstration to assist verbal direction.
• In a large group, remember that it’s important for only one person to speak at a time.
• Speakers should never stand with their backs to the sun or light when addressing people with
hearing loss.
• Shouting at a person who is deaf very seldom helps. It distorts your speech and makes
lip-reading difficult.

◆◆ VISION IMPAIRMENTS
• Identify yourself to people with vision impairments by speaking up.
• Offer your arm, but don’t try to lead the person.
• Volunteer information by reading aloud signs, news, changing street lights, or warnings about
street construction.
• When you stop helping, announce your departure.
• If you meet someone who has a guide dog, never distract the dog by petting or feeding it; keep
other pets away.
• If you meet someone who is using a white cane, don’t touch the cane. If the cane should touch
you, step out of the way and allow the person to pass.

◆◆ SPEECH/LANGUAGE DISORDERS
• Stay calm. The person with the speech disorder has been in this situation before.
• Don’t shout. People with speech disorders often have perfect hearing.
• Be patient. People with speech disorders want to be understood as badly as you want to understand.
• Don’t interrupt by finishing sentences or supplying words.
• Give your full attention.
• Ask short questions that can be answered by a simple yes or no.
• Ask people with speech disorders to repeat themselves if you don’t understand.
• Avoid noisy situations. Background noise makes communication hard for everyone.
• Model slow speech with short phrases.

A-30 BEAR
◆◆ COGNITIVE DISABILITIES
People whose cognitive performance is affected may learn slowly and have a hard time using their knowledge.
• Be clear and concise.
• Don’t use complex sentences or difficult words.
• Don’t talk down to the person. “Baby talk” won’t make you easier to understand.
• Don’t take advantage. Never ask the person to do anything you wouldn’t do yourself.
• Be understanding. People with below-average cognitive performance are often aware of their
limitations, but they have the same needs and desires as those without the disability.

◆◆ SOCIAL/EMOTIONAL IMPAIRMENTS
People with social/emotional impairments have disorders of the mind that can make daily life difficult.
If someone is obviously upset,
• Stay calm. People with mental illness are rarely violent.
• Offer to get help. Offer to contact a family member, friend, or counselor.

◆◆ AUTISM SPECTRUM DISORDER

Here are some tips for leaders.
• Provide consistent, predictable structure. Be patient. Allow extra time for activities.
• Provide a visual schedule with words and pictures. All Scouts will find this useful. Don’t put times
in the schedule because a Scout with autism may expect you to follow it to the minute!
• Let the Scout know about transitions early by saying, “In five minutes we’ll be ending this activity
and starting another.”
• Give the Scout information about new activities ahead of time.
• Break up tasks into smaller steps.
• Alert the Scout’s parents if there is going to be an activity that may cause sensory difficulties for
their child. Consider moving noisy activities outside where the noise can dissipate. If the Scout
has issues with food taste and texture, carefully plan the menus around these issues so the
Scout can eat the same things as other members of the unit as much as possible.

◆◆ ATTENTION DEFICIT DISORDER

Leaders can have a positive effect on children with attention deficit disorder (ADD). Here are some ways
leaders can help.
• Structure Scout meeting time, activities, and rules so that the Scout with ADD knows what to
expect. Post a calendar of events.
• Be positive. Praise appropriate behavior and completion of tasks to help build the Scout’s
self-esteem.
• Be realistic about behavior and assignments. Many children with ADD simply can’t sit for long
periods or follow detailed instructions. Make learning interesting with plenty of hands-on activities.
• Monitor behavior through charts and explain expectations for behavior and rewards for reaching
goals. This system of positive reinforcement can help the Scout stay focused.
• Begin a formal achievement program. Weekly reports to parents could increase their involvement.
• Work closely with parents and members of the education team. People working together can
make a big difference.
• Be sensitive to the Scout about taking their medication. Avoid statements such as, “Johnny, go take
a pill.”
• Simplify complex directions. Give one or two steps at a time.

Appendix A-31
 ◆◆ LEARNING DISABILITIES
Learning disabilities (including minimal brain damage, perceptual abilities, communication disorders, and
others) are usually disorders of the central nervous system that interfere with basic learning functions.
• Listen and observe carefully to find clues as to how this Scout approaches problems and what
their difficulties are.
• Remember that praise and encouragement can help build self-esteem.
• Let other den members use their friendship and support to show the Scout that they belong.
• Use short, direct instructions that help the Scout know what is expected of them.
• As much as possible, stay with a regular den schedule, allowing the Scout to help with assigned duties.
• Give the Scout extra time when needed. Don’t rush their answers. Reword instructions if necessary.
• Introduce and recite new materials (such as new songs or the Scout Oath and Scout Law)
together as a group. Provide repeated opportunities for Scouts to practice and learn them.

A-32 BEAR
 Appendix
CRAFTS
3
WHY We USe CRAFTS
As Cub Scouts work on craft projects, they not only learn to make useful items but also get valuable
experience in using and caring for basic tools and materials, learning to follow directions, using their
imaginations, and developing coordination and dexterity. Craft projects can be used for advancement
requirements or just for fun.

Making a craft project calls for creativity in every member of the den. As Cub Scouts embark on projects,
they may need to measure, trace a pattern, cut or saw, sand, and assemble a project with nails, screws, or
glue. Crafts develop a child’s ability to understand and satisfy an urge to experiment. Furthermore, physical
development and mental growth are by-products of the craft program. Muscle coordination comes from
lifting, moving, sawing, drilling, hammering, and pounding. Painting helps improve arm and hand control.
Folding, cutting, shaping, filing, and sanding craft materials help develop eye and hand coordination.

As we work with crafts, we learn to shape materials into useful articles. While decorating them, we also learn
that useful things can be beautiful art, gaining confidence to experiment with materials and tools and learn
new ways to do things. A completed craft project enables each of us to shout “I did my best!”

TeACHinG CRAFTS TO CUB SCOUTS

As a den leader, you have an opportunity to stimulate the interest and curiosity of all Cub Scouts in your
den and to encourage them to “Do Your Best,” the Cub Scout motto. It is important to allow them to create
and be proud of their creations. They are making more than just “things”; the projects help build their mind,
body, and future.

All Cub Scout leaders have different backgrounds and experiences, so their knowledge of craft techniques
and tools will vary. Those with limited experience may enlist parents and other adults to teach specific
techniques or to provide materials and tools.

The Cub Scout Leader Book provides some excellent tips for leaders on craft projects. In addition, the
following steps will help leaders teach crafts:

1. Choose a project with the help of the members of your den. Make sure the project is something that
has a purpose and that they will enjoy making.
2. Make a pattern, if needed. Have enough pattern pieces available so that no one has to wait to
trace them.
3. Make a sample to show the Scouts. Remember
that these are age-appropriate crafts, so don’t go
overboard and make your sample too elaborate.
4. Gather enough materials and tools so everyone can
work at the same time.
5. Teach the craft step by step:
— Cut out parts, as required.
— Put them together.
— Finish it (sand, polish, paint, etc.).
— Clean up.
6. Whenever possible, start a craft in a den meeting that can be finished at home with family help. Be sure,
however, that the family is aware of the responsibility and has any instructions and materials necessary.
7. Display the craft projects at a pack meeting.

Appendix A-33
 Leaders should guard against crafts that are simply “busywork” of the “cut-and-paste” type that are below
the abilities and interests of the Cub Scouts in your den. Crafts should be more than mere handwork: They
should be a creative outlet and a form of expression, as well as a way to learn skills. Sometimes, leaders think
they need to have a craft project at every den meeting. But remember that crafts are only one of many activi-
ties used to accomplish the purposes of Cub Scouting. Overemphasizing crafts may discourage families and
Scouts whose interests and abilities lean in other directions.

HeLpinG CUB SCOUTS WiTH CRAFTS

• Encourage the natural creative urge in each member of the den. If you don’t, the urge may disappear
and be replaced by lack of confidence in their own abilities.
• Through praise, you can help them build self-confidence in their abilities.
• Learning by doing is important.
• Show enthusiasm for progress. Don’t be overly critical.
• Show them how, but don’t lose patience and take a tool away because you can do it better or faster.
This will be discouraging and destroy self-confidence.
• Be patient. Remember: Cub Scouts may have to be shown over and over how to use a tool.
• Be tactful. Offer your help during difficult parts of a job by saying, “Let’s work on this part together.”

ReSOURCeS FOR CRAFT MATeRiALS

Materials for crafts should be simple and inexpensive. In most cases, you can find scrap materials for
crafts around the home. Most communities have many resources for craft materials. Although you may
have to purchase some specialized items at craft and hobby stores, you can acquire most through
salvage and surplus or donation.

Begin an internet search for places where you might be able to obtain aluminum foil, burlap, canvas,
clay, cord, floor covering, leather and vinyl scraps, nails, paper bags, plastic rope, sandpaper,
spools, etc.

Here’s a “starter” list of possible resources for craft materials. Most of the sources listed have scrap
that is available for the asking, or at minimal cost.

• Lumber Company: Wood scraps, sawdust, and curls of planed wood may be given away by the
boxload. Make your contact and request, and then leave a marked box to return and pick up later.
• Grocery Stores: Check grocery stores for boxes of all sizes and shapes. Discarded soft drink cartons
are excellent for holding paint cans.
• Telephone Company: Empty cable spools make great tables; use colorful telephone wire for many
different projects.
• Soft Drink Company: Plastic soft drink crates may be available at a minimal charge. Use them for
storage or for projects. Also, use plastic six-pack rings for various projects.
• Gas Stations and Garages: Tires and bike tubes are great for games and obstacle courses.
• Wallpaper Stores: You’ll find wallpaper sample books of discontinued patterns.
• Carpet Stores or Outlets: Discontinued rug samples and soft foam under-padding can add to
craft projects.
• Tile Stores: Use broken mosaic tiles for many craft projects.
• Appliance Stores and Furniture Stores: Large packing crates are handy for skit props and
puppet theaters.
• Newspaper Companies: Ask about end rolls of newsprint.
• Printing Companies: You can never have too much scrap paper and cardstock.

A-34 BEAR
• Pizza Restaurants: Cardboard circles are good for making shields and other craft projects.
• Upholstery Shops and Drapery Shops: You’ll find a wide variety of fabric and vinyl scraps.
• Picture Framing Shops: Leftover mat boards make great awards or bases for other projects.

◆◆ USING SALVAGE
Many items that are destined for the trash can be used for Cub Scout craft projects. Ask families to be
on the lookout for scrap materials. If you live in a community that has a manufacturing company nearby,
you may be surprised at the scrap wood, plywood cutoffs, and odd pieces of metal, cardboard, leather,
and plastics that you can get just by asking. Ask families to save things such as tin cans; the cardboard
rolls inside paper towels, toilet paper, and wrapping paper; boxes; tree branches; plastic bottles; buttons;
cloth; pinecones; and wire hangers.

Here’s a partial list of useable scrap materials:

• Bottle caps—for Christmas tree ornaments, foot scrapers, wheels, construction projects,
markers for games
• Bottles—for musical instruments, containers
• Broom handles—as dowels for projects
• Cardboard cartons—for construction projects, stage props, puppet stages, storage
• Catalogs—for decorations, designs, cutouts
• Chenille stems—for simple sculptures
• Clothespins—for human figures, fastening items together, games
• Coat hangers—for wires for mobiles and other constructions, skeletons for papier-mâché work
• Coffee/juice cans—for storage, planters, games
• Coloring books—for patterns for nametags, etc. Patterns can be enlarged for craft projects.
• Corrugated cardboard—for stage props and scenery, bulletin board, shields, swords
• Ice cream cartons (3-gallon)—for trash cans, drums, masks
• Ice cream spoons—for mixing paint, spreading paste, figures
• Jars—for containers for paint, paste, and brushes; decorate them for gifts.
• Juice-can lids—for tin punch projects, awards
• Leather or vinyl scraps—for key chains, bookmarks, neckerchief slides, coin purses
• Macaroni—for stringing for jewelry, pictures, and frames
• Margarine tubs—for storing small objects (lids can be used like flying saucers in games)
• Newsprint—for covering tables, papier-mâché, flip chart, growth charts, large backgrounds and scenery
• Old shirts or pajama tops—for paint smocks (cut off the sleeves), costumes
• Paper bags and old socks—for hand puppets
• Paper plates—for plaques, masks, games
• Paper towels—for papier-mâché, cleanup
• Plastic water bottles and milk jugs—for planters, games, costumes
• Shelf paper—for finger painting
• Soap bars—for carving
• Sponges—for painting, printing, cleanup
• Straws—for holiday decorations, party favors, games
• Tin cans—for metal work, storage containers, planters
• Tongue depressors and craft sticks—for mixing paint, modeling tools

Appendix A-35
 • Wallpaper—for book covers, paper for painting
• Wrapping paper—for murals, painting
• Yarn—for hair for wigs and puppets, holiday ornaments

◆◆ TIPS FOR PAINTING

Acrylics: Jar acrylic is more economical, but acrylic paint is also available in tubes. It can be thinned
with water. Brushes clean easily with water. Acrylics are nontoxic, good for painting almost anything, and
don’t need a finishing coat.

Tempera: Water-based paints such as tempera are great for Cub Scouts. Powdered paint is more
economical but messier. Mix powdered tempera with water and add a little liquid starch, which helps
the paint go further and not run.

Cleaning Brushes: Different paints need different cleaners. For tempera, poster paint, or acrylics, use
water. Scouts can clean up after using these paints; adults should supervise cleanup for other media.
To clean varnishes, oils, or enamels, use turpentine, mineral spirits, or kerosene. For shellac, use shellac
thinner. For model paint, use the recommended thinner. For lacquer, use lacquer thinner. These solvents
are flammable and should be used outside and well away from sparks and flames. Adequate ventilation
and adult supervision are required when working with any of these paints or solvents.

Finishing Coats: Objects painted with tempera or poster paint will have a dull finish and will not resist
moisture. For a shiny finish and for protection, spray with clear plastic or clear varnish, or finish with a
coat of diluted white glue. Acrylic paint does not need a finishing coat.

Paintbrush Substitutes: For large items such as scenery, use a sponge dipped in tempera. For small
objects, use cotton swabs.

Painting Plastics: For painting plastic milk containers or bottles, mix powdered tempera with liquid
detergent instead of water or starch. The paint will adhere better.

Painting Plastic Foam: Some types of paint will dissolve plastic foam, so only use one that is recommended.
Test it first on a scrap.

Painting Wood: It is best to give raw wood a coat of wood sealer or thin shellac before painting to
prevent the paint from soaking into the wood.

Spray Painting: A spray bottle works well for spray painting large items. Use diluted tempera or poster
paint. If using commercial spray paints, be sure to read the label and follow any instructions.

◆◆ TIPS FOR ADHESIVES

• To save money, buy white glue in quart sizes and pour
into small glue containers.
• To make heavy-duty glue, mix cornstarch with white
glue until the mixture is as thick as desired.
• For small glue jobs, put glue in bottle caps and use
toothpicks or cotton swabs.
• Clear silicone is the best glue for plastic bottles and
milk containers. It is available at hardware stores and
requires adult supervision.
• Egg white is a good adhesive for gluing kite paper. It is
strong and weightless.
• Tacky white glue is the best adhesive for plastic foam. A little goes a long way.
• Wheat paste (wallpaper paste) is a good paste for papier-mâché. Flour and water make a good paste too.
• Masking tape and cellophane tape can be used successfully in many projects.

A-36 BEAR
 Appendix
GAMeS
4
WHY We USe GAMeS
Games are part of all the fun of Cub Scouting. Skills and interests developed early on teach self-
confidence, independence, and the ability to get along with others. Children learn through play.

For these reasons, games are an important part of Cub Scouting. Games not only help to accomplish
Cub Scouting’s overall objectives of citizenship training, physical fitness, and character development,
they have educational benefits, too. Games teach us how to follow rules, to take turns, to respect the
rights of others, to give and take, and to play fair. Some games help to develop skills, body control, and
coordination. Some teach self-confidence and consideration for others. Games stimulate both mental
and physical growth, as well as providing an outlet for excess energy.

HOW TO CHOOSe GAMeS

When choosing a game, you should consider three things: the physical aspects, mental values, and
educational values of the games as they relate to Cub Scouting.

Consider first the physical aspect: the release of surplus energy. An active game should be satisfying
to the strongest and yet not overtax the weakest. It should stimulate the growth and development of
muscles. Most outdoor games meet this test.

Children of Cub Scout age are growing rapidly. They like to run, jump, climb, lift, balance, crawl, bend,
yell, chase, and hide. Generally, long walks or runs and other exercise involving endurance are not as
suitable for children of this age.

Some games are selected for their mental values because they have an element of excitement or
accomplishment. Games can help develop quick thinking, alertness, and strategy. Many games offer
opportunities to express feelings and emotions, which is healthy.

Children need to learn to play fair and to follow the rules. They also need to learn that they can’t always
be winners. Many children of Cub Scout age have not yet learned to lose gracefully. Your task as leader
is to make it clear that losing a game is not the end of the world and that a loss should be an incentive
for Scouts to try to improve their skills.

Some games are selected for their educational value. Children’s minds are more receptive to learning
when learning is fun. Their interest and concentration are probably never higher than during play. Games
are a way to help Scouts learn that rules and self-discipline are necessary and that doing one’s best is
important. Most Cub Scout games help in character development because they require teamwork, fair
play, and consideration for others.

Consider these factors when choosing games:

• Purpose (physical, mental, educational)
• Space available
• Number of players
• Equipment available
• Skills and abilities of players
Whether the game involves group competition with team winners or individual competition or is just for
fun, the results should be positive and lead to building character and helping youth grow and develop.

Appendix A-37
 SUGGeSTiOnS FOR LeAdinG GAMeS
Cub Scouts and their families will like most games if leaders have fun leading them. Anyone can be a
successful games leader by following these simple suggestions:
• Know the rules of the game and have the necessary equipment on hand. Plan not only what you are
going to do, but how you are going to do it.
• Start with your best game—one that is easy to explain and enjoyable to play. In addition to bolstering
your own confidence, a successful game can enhance the morale of the players.
• Make sure the space available is large enough so everyone can play. Mark off boundaries for active
outdoor games with brightly colored cones.
• Remove potential hazards from the play area. Follow health and safety rules.
• Get the full attention of the group and then explain the rules of the game simply, briefly, and in proper
order. Be enthusiastic.
• For team games and relay races, you must have equal numbers of players on each team. If the teams
are unequal, one or more players on the smaller team must compete or race twice.
• As a rule, Webelos Scouts are larger and stronger than first-grade Tigers and second- and third-
grade Cub Scouts. For some pack competitions, have Cub Scouts in the same grade compete
against each other, but not against older or younger Cub Scouts. With this method, several winners
can be recognized.
• An alternative is to mix the groups so that each team has Cub Scouts from each age or grade.
• Remember to adapt your game to meet the needs of any Scouts with special needs.
• Teach the game by steps or through demonstration.
• Ask for questions after explaining and demonstrating the game.
• Be sure everyone follows the rules. Insist on good sportsmanship and fair play.
• If the game is not going right, stop it and explain the rules again.
• Don’t wear a game out. Quit while everyone is still having fun. When players start wanting to change
the rules, it is a good sign they have lost interest in the game and that it’s time to move on to the
next activity.
• Have enough leaders to handle the group.
• Keep It Simple; Make It Fun (KISMIF).
Teach games with the hope that members of the den will be able to play and lead these same games
independently in other settings, such as at school or in the neighborhood.

Coach your den chief in leading games. This will enhance their leadership role. Find creative ways to
develop leadership skills among the Cub Scouts in your den so that they may soon be able to play on
their own without the assistance of a den leader or den chief.

A-38 BEAR
CHOOSinG “iT” And TeAMS
There are many ways to choose the player who will be “It” for any game. Here are some suggestions, but
make up others that work for your group.
• By birthdays, starting with January 1
• By alphabet, using first or last names
• By drawing a name out of a box. After a name is drawn, it goes into a second box. When all names
are in the second box, put them back in the first box to begin again.
When choosing teams, try one of these ideas:
• Even-numbered birthdays against odd-numbered birthdays
• First half of the alphabet against the last half
• Drawing names from a box. Each Cub Scout decorates a craft stick with their name on it and any
other creative artwork. When you need teams for a game, pull out two sticks and put them in sep-
arate piles. Continue to pull out pairs of sticks, separating them into two piles, which will be your
teams. When you are finished, replace all the sticks so they will be ready for the next team game.

COOpeRATiVe GAMeS
Cooperative games emphasize teamwork and creative thinking as players face a particular challenge.
Leadership opportunities within the group often arise during play. Cooperation between group members
is essential. Everyone “wins” as they help and cheer each other on to a successful outcome.

In general, cooperative games:

• Include questions that have no expected solution; thus there is no “right” or “wrong” answer.
• Stimulate one’s imagination and thinking process.
• Emphasize playing rather than being eliminated from the competition.
• Are fun!

MAKinG GAMeS COUnT—

LeAdinG ReFLeCTiOnS
A reflection is a discussion led by a leader that helps Scouts learn from games and other activities. It is
helpful and important to ensure that Scouts and leaders learn this process well in order to benefit most from
it. As their time in Scouting continues, reflections will be led by experienced Scouts for other Scouts.

Reflection really includes two processes—thinking about what occurred and making sense of it. Reflection
helps to integrate the experience into life. This is how we learn from experience. A reflection can help young
people see how the skills they use to overcome challenges when playing games are the same sort of skills
that they can use to overcome challenges in life.

Facilitate the discussion. As a leader, avoid the temptation to talk about your own experiences.

Reserve judgment about what the Scouts say to avoid criticizing them. Help the discussion get going,
then let the Scouts take over with limited guidance from you. If you describe what you saw, be sure your
comments don’t stop the participants from adding their own thoughts. Above all, be positive. Have fun
with the activity and with the processing session!

Use thought-provoking questions. The following types of questions are useful in reflecting:
• Open-ended questions avoid yes and no answers. “What was the purpose of the game?” and
“What did you learn about yourself?”

Appendix A-39
 • Feeling questions require participants to reflect on how they feel about what they did. “How did it
feel when you started to pull together?”
• Judgment questions ask the participants to make decisions about things. “What was the best
part?” or “Was it a good idea?”
• Guiding questions steer your Scouts toward the purpose of the activity and keep the discussion
focused. “What got you all going in the right direction?”
• Closing questions help Scouts draw conclusions and wrap up the discussion. “What did you learn?”
“What would you do differently?” “How might you use this skill in other settings?”
Reflecting on an activity should take no more than 4–5 minutes for Tiger-aged youth. For older Cub
Scouts, the reflection may last up to 10 minutes. The more you do it, the easier it becomes for both
you and your Scouts. Remember that the value and values of Scouting often lie beneath the surface.
Reflection helps you ensure that these values come through to your Scouts.

It is very important to use open-ended questions during reflections. Your goal is to help young people
learn from their experiences. Rather than direct a Scout to specific outcomes (e.g., “Did it make you
feel bad?”), allow individuals to come to their own understanding of the activity. The use of closed
questions and asking/telling children what they are experiencing with an initiative game and the reflection
that accompanies it will undermine the value of the process.

The sequence below is a helpful way to organize the questions you pose during the reflection. You want
to have your participants identify (1) the purpose of the activity, (2) the challenges they encountered while
taking part in the activity, and (3) what they might do differently next time (how to better apply the skill for
greater future success).

Questions Responses to elicit

Focusing Questions What did you do?

What was the purpose of the game? Have participants identify the specific actions
they were to undertake. The answer should be as
concrete and specific as possible.
Analysis Questions What did you do? or, How did you do it?

Ask questions that help them analyze the success Seek to elicit answers to identify challenges in
or challenges they encountered while playing completing the task and how a particular obstacle
the game. The questions should help frame the was overcome.
challenges they experienced in the game or
activity around actions—and not around people.
Later in Scouting, they will analyze obstacles to
success in terms of leadership skills that games
help them explore.
Generalization Questions How will you use what you learned?

How can participants use this skill more effectively?

What will happen next time the group encounters The Scouts should demonstrate the ability to
obstacles related to the application of this skill? generalize from the challenges encountered in
the game or activity to “real world” applications
of the skill.

A-40 BEAR
GAMeS
◆◆ ACTIVE GAMES WITH EQUIPMENT
BALLOON BATTLE ROYAL
Activity Level: High
Needed: Any number of players, balloons, string
Arrange Cub Scouts in a large circle, each with an inflated balloon
tied to the ankle. On a signal, players try to break all other balloons by
stamping on them, while not letting their balloon get broken. When a
balloon is broken, that player leaves the game. The game continues
until only one player is left.

CAT’S TAIL
Activity Level: Moderate
Needed: Even number of players; pieces of cloth or yarn, different colors for each team
Divide the group into two teams. Hide several pieces of cloth or yarn—a different color for each team.
One Cub Scout on each team is a Cat Without a Tail. On a signal, all players search for “tails” of their
color. As each is found, it is tied to the belt of their Cat. The winner is the team whose Cat has the
longest tail at the end of five minutes.

◆◆ ACTIVE GAMES WITHOUT EQUIPMENT

BEAR IN THE PIT
Activity Level: High
Needed: Any number of players
Have the Cub Scouts in your den form a circle. One player inside the circle is the Bear. While the others
hold hands tightly, the Bear tries to get through the ring by force or by dodging under their arms. The
Bear may not use hands to break the grip of the players in the ring. When the Bear does break through,
the others try to catch the Bear. The first one to tag them is the next Bear.

SHERE KHAN (THE TIGER GAME)

Activity Level: High
Needed: Large room or outdoor area, any number of players
One Cub Scout is Shere Khan, the tiger, and stands in the center of the playing area. All others line up
against a wall. The object of the game is to cross to the opposite wall without being tagged. To start the
game, Shere Khan says, “Who’s afraid of Shere Khan?” The others answer, “No one,” and immediately
run across the open space toward the opposite side. All Cub Scouts tagged help Shere Khan tag the
remaining players in the next round. The last one tagged becomes Shere Khan the next time.

Variation: With a big field and a large number of players, half can be Shere Khans and half Cub Scouts.

Appendix A-41
 ◆◆ BALL GAMES
BUCKETBALL
Activity Level: High
Needed: Large room or playing area; even number of players; ball; two baskets, boxes, buckets, etc.,
for goals
This basketball-type game can be played with any type of ball that bounces and a couple of large containers
such as laundry baskets, bushel baskets, or large wastepaper baskets. Place the baskets (goals) about 60
feet apart (closer if necessary because of space). Divide the den into two teams and play using basketball
rules. No points are scored if the ball doesn’t remain in the basket or if the basket turns over.

MONKEY IN THE MIDDLE

Activity Level: Moderate
Needed: Medium-sized playing area, three players, playground ball or volleyball
Three players play this game. Choose one to be the Monkey. The other two players stand about 10 feet
apart while the Monkey stands between them. The two end players toss the ball back and forth, trying to
keep it high enough or moving fast enough so the Monkey can’t catch it. If a player fails to catch the ball,
the Monkey can scramble for it, or they can intercept it as it is thrown back and forth. If the Monkey gets
the ball, they change places with the player who threw the ball.

◆◆ BICYCLE GAMES
BIKE RELAY
Activity Level: Moderate
Needed: Large paved area, even number of riders, bike and helmet for each rider
Establish a starting line and mark off turning lines about 50 feet away in opposite directions. Divide the
group into two teams. The teams will ride in opposite directions. The teams should be about 20 feet
apart to avoid collisions as the riders return to the start-finish line. On a signal, the first rider on each
team races to their turning line and back. The next rider may not start until the first rider’s front wheel has
crossed the line. Continue until all have raced.

COASTING RACE
Activity Level: Moderate
Needed: Large paved area, any number of riders, bike and
helmet for each rider
The object of this race is to see which rider can coast the long-
est distance. Each rider pedals as hard as possible for a set
distance (at least 15 feet) to a starting line, and then must stop
pedaling and coast as far as they can. Mark the spot where a
rider’s foot touches the ground. The next rider tries to better
that mark.

A-42 BEAR
◆◆ KNOT GAMES
GIANT SQUARE KNOTS
Two Scouts hold the free ends of a 10-foot-long rope in their right hands. Working together, they try to tie
and tighten a square knot without letting go of the rope.

KNOT CARD GAME

Separate the den into groups. The leader hands to each group a set of cards. On each card is the name
of a knot, hitch, or lash that the den has learned. The first group with all the knots, hitches, and lashes
correct wins.

◆◆ NONCOMPETITIVE, COOPERATIVE, AND TEAM-BUILDING GAMES

BATTING DOWN THE LINE
Activity Level: Low
Needed: Large indoor or outdoor playing area, any number of players, inflated balloons
Two or more groups may play this game simultaneously. Arrange groups in parallel lines with members
spaced about 2 feet apart. On a signal, the first player bats the balloon with either hand toward the
person next to them, who bats it to the next, and so on until the balloon reaches the end of the line. If the
balloon touches the ground, a group member must take it to the starting line, and the group members
must begin again. Try varying the spacing between players. Is it more challenging to play the game with
people closer together or farther apart?

BLANKET BALL
Activity Level: Low
Needed: Indoor or outdoor area, any number of players, two sheets or blankets, two balls or large soft
objects (even rolls of toilet paper work well)
Form two groups. Group members grab hold of a blanket’s edges, with a ball in the center of the blanket.
Players practice throwing the ball up and catching it by moving the blanket up and down in unison, trying
to get the ball as high as possible. After the groups have developed some skill in catching their own ball,
they toss the ball toward the other group to catch on their blanket. Groups continue throwing the balls
back and forth. Group members might reflect on how they decided to toss the ball to the other team.
Variation: Try using water balloons outdoors on a hot day.

◆◆ PARACHUTE GAMES
PARACHUTE VOLLEYBALL
Place a small (6- to 10-inch) playground ball in the middle of the parachute. Players distribute them-
selves evenly around the rim of the chute, with the players along one half being team A and the others,
team B. The object is for one team to flip the ball off the parachute on the other team’s side to score a
point. The high scoring team after a certain time, or the first team to attain a certain score, wins.

Variation: Keep a running tabulation of the scores instead of individual team scores. Play several times to
see how low the score can be after a predetermined length of time.

THE UMBRELLA
Players grasp the parachute waist-high using an overhand grip, making sure the hole of the parachute
is on the ground. On the count of “one,” everyone flexes their knees to a squatting position. On the
count of “two, three, and UP!” everyone stands and raises arms overhead, pulling the parachute up and
over their heads. As the chute billows out, the players will be pulled to their tiptoes and their arms will
be stretched high in the air. The parachute is allowed to remain aloft and then slowly settle back to the
ground. This can be done from a sitting or kneeling position—or even from wheelchairs.

Appendix A-43
 ◆◆ RELAYS AND RACES
BALLOON SWEEPING RELAY
Activity Level: High
Needed: Even number of players, balloons, brooms
Arrange teams in parallel lines. Place an inflated balloon on the floor in front of each team. Give the first
Cub Scout in each team a broom. On a signal, they sweep the balloon to a turning line and back and
then hands the broom to the second player, who repeats this action.

BALLOON KANGAROO JUMPING

Activity Level: High
Needed: Any number of players, balloons
Have the Cub Scouts in your den line up side by side, each with an inflated balloon between their knees.
On a signal, everyone hops to the other side of the room and back to the starting line. The one finishing
first wins. If someone breaks their balloon, they are out of the race. If someone drops their balloon, they
must replace it between their knees before they can keep going.

◆◆ PHYSICAL FITNESS ACTIVITIES

CIRCLE HOP
Draw a circle about 6 feet in diameter and stand two Cub Scouts inside it. They face each other with
their arms folded and one leg extended in front. On a signal, they try to upset or force each other from
the circle by using the extended leg. They may hook or lift with the leg but must not touch their opponent
with any other part of the body. Kicking or pushing with the uplifted leg is not permitted.

CRAB WALK
From a squatting position, Cub Scouts reach back-
ward and put their hands on the floor without sitting
down. They walk forward, keeping their heads and
body in a straight line.

◆◆ QUIET GAMES WITH EQUIPMENT

CLIP IT
Materials: Small dish with paper clips for each team

Each team has a small dish filled with paper clips. On a signal, the first person joins two paper clips
together and passes the dish and beginning of the chain to the next person. That player adds another
clip to the chain and passes it on. After a set time (five to eight minutes), the paper clip chains are held
high in the air to see which team has the longest. This can be a good game to play at a blue and gold
banquet, with each table having a dish with paper clips.

BLOWBALL
Materials: Small table or large box, table tennis balls

Have the Cub Scouts in your den sit at a table small enough so they are close together. Put a table tennis
ball in the center of the table. On a signal, the players, with their chins on the table and their hands behind
them, try to blow the ball away from their side of the table. If the ball falls on the floor, return it to the center
of the table and continue.

A-44 BEAR
◆◆ QUIET GAMES WITHOUT EQUIPMENT
ABOVE AND BELOW
Have the Cub Scouts in your den stand in a circle. One at a time, call out the names of things that are
found either above or below the ground. For example, strawberries grow above the ground; potatoes
grow below the ground. When you call the name of something that is found above the ground, the play-
ers stand; if it is found below the ground, they sit down. Players who respond incorrectly are eliminated.
The last player to remain in the game wins.

Variation: Call out the names of things that fly and crawl.

ELECTRIC SQUEEZE
Players form a circle and hold hands, with “It” in the center. One player starts the “shock” by squeezing
the hand of one of the players next to them. That player passes it on. The shock may move in either
direction. “It” watches the faces and hands of the players, trying to spot the location of the shock. When
they guess correctly, the player caught becomes “It.”

◆◆ HOMEMADE GAMES
HOMEMADE RING TOSS
Invert a shallow cardboard box and push old-fashioned clothespins (not the spring-type) through the
cardboard. Mark each pin with a number of points. Cub Scouts toss rubber, metal, or plastic rings from a
distance away.

TEETERBOARD JOUSTING
Make two teeterboards as shown (24 inches in
diameter with 4-inch-high rockers). Make the
padded jousting poles from plumber’s suction
cups, soft rubber balls, and squares of cloth.
Place the boards so that the players are just
within reach of each other. Each “knight” tries to
push the opponent off the board. When any part
of a knight’s body touches the floor, that knight
is defeated. Only pushing is permitted; do not
permit swinging or hard thrusting of the poles!

◆◆ TIRE GAMES
ROLL FOR DISTANCE
Each Cub Scout rolls a tire as hard and as fast as they can up to a stopping line. The player whose tire
rolls the farthest wins.

TIRE ROLLING RELAY

Form two teams and give the first Cub Scout on each team a tire. Place a stake or chair opposite each
team on a turning line. On a signal, the first player rolls the tire to the turning line, around the stake or
chair, and back to their team to the next player.

Appendix A-45
 ◆◆ WATER GAMES
UP AND UNDER
Swimming Ability Level: Nonswimmers and up
Materials: Playground ball
Dens line up in relay formation in waist-deep water. The first Cub Scout on each team has a large ball.
On a signal, they pass the ball overhead to the second player, who passes it between their legs to the
third, who passes it overhead, and so on to the end of the line. The last player runs to the head of the
line and passes it as before.

CORK RETRIEVE
Swimming Ability Level: All players should be of the “Swimmer” ability level.
Materials: Ample supply of corks or wooden blocks
Scatter a dozen or more corks or blocks of wood on the far side of the pool. On a signal, Cub Scouts
jump in and try to retrieve the corks, bringing them back to the starting point one at a time. The Cub
Scout with the most corks wins.

LIVE LOG
Swimming Ability Level: All players should be of the “Swimmer” ability level.
Establish a goal at one end of the pool. One Cub Scout is the “log.” They float on their backs in the
center of the pool. The others swim around the “log.” At any time the “log” may roll over and begin
chasing the others, who race for their goal. Any player who is tagged becomes another “log,” and the
game resumes. Continue until there is only one player left who has not been tagged.

◆◆ WINTER GAMES IN THE SNOW

FOX AND GEESE
Needed: Freshly fallen snow on an open playground
In a large flat area, make a circle about 30 yards in diameter in the snow. Inside, make crisscrossing paths
in any direction. Some may be dead ends. Where the paths cross in the center, make a safe zone. Make
more than one circle, depending on the number of players, and make sure the circles are connected. One
player (the Fox) chases the others (the Geese), but all must stay on the snow paths. When the leader says
“Go,” the Fox chases the Geese, trying to tag one of them. A Goose can’t be tagged while standing in the
safe zone, but if another Goose wants to use the safe zone, the first Goose must give it up. When Geese
get caught by the Fox, they become the new Fox.

SNOWBALL SHARPSHOOTING
Materials: Old sheet or blanket or piece of cardboard, clothespins, scissors
Hang an old sheet or blanket on a clothesline with plenty of clothespins. Cut three or four holes in the
sheet, each 8 to 12 inches across. Players stand 12 to 15 feet away and try to throw snowballs through
the holes. Each snowball that goes through a hole is worth one point. If players become real sharpshooters,
have them move farther away to throw.

Variation: For Tigers or younger children, use a hula hoop as the target. Suspend it from a tree or
clothesline. A player could hold the hoop and use it as a moving target, slowly moving up or down as the
other players aim and shoot.

A-46 BEAR
 Appendix
OUTdOORS
5
Outdoor activities are an important part of Cub Scouting. We all learn to appreciate and care for the
beautiful environment all around us as we hike, explore, and investigate the world. The Cub Scouting
outdoor program is a foundation for the outdoor adventure Cub Scouts will continue to experience when
they move on to a troop.

All Cub Scouts should have opportunities to enjoy the outdoors. Remember: You don’t need to go far to
share the wonder of nature with children. There are many opportunities for everyone to have outdoor ex-
periences—even just in the neighborhood. Also remember that Cub Scouts with special needs can often
enjoy outdoor activities with only minor modifications to the activity.

WHAT TO dO iF LOST
Have everyone learn the following suggestions using the visual cue of a
stop sign.
S – T – O – P!
S = Stay calm. Stay where you are. Sit down, take a drink of water, and
eat a little trail food. Stay where you can be seen. Don’t hide! You are
not in trouble.
T = Think. Think about how you can help your leaders or others find
you. Stay where you are, and be sure people can see you. Make your-
self an easy target to find. Remember, people will come to look for you.
Stay put, be seen, and help them find you!
O = Observe. Listen for the rest of your group or people looking for
you. Blow your whistle three times in a row, then listen. Three of any kind of signal means you need help,
and everyone will try to help you.
P = Plan. Stay calm, stay put! Plan how to stay warm and dry until help arrives. Don’t worry, you will
be found.

HeALTH And SAFeTY

The health and safety of everyone in the den must be one of the first considerations in planning any outdoor
activity. Try to anticipate and eliminate hazards—or at least warn against them. Most accidents can be pre-
vented. The Guide to Safe Scouting should be the primary resource for safety policies and procedures, and
the most current version is available online at www.scouting.org. Additionally, see the Cub Scout Leader
Book for outdoor safety rules, and see Safe Swim Defense (swimming) and Safety Afloat (boating) information
at www.scouting.org/health-and-safety/gss/gss02.

Also, follow these tips when planning and conducting an outdoor activity:
• Always get permission from parents or guardians for activities that are held away from the regular
den and pack meeting places. Parents and guardians of the Cub Scouts in your den should always
be invited and feel welcomed to participate.
• Be sure to have enough adult leaders for the activity planned. Always follow the policy of
two-deep leadership.
• Check out the site before the activity. Find out about gathering places, restroom facilities, and safe
drinking water. Look for hazards such as poison ivy.
• If applicable, get permission from the owner to use the property.

Appendix A-47
 • Use the buddy system to prevent anyone from getting lost. Coach everyone who is attending in
advance about what they should do if they get lost. (Refer to the lesson at the beginning of Appendix 5.)
• Carry a first-aid kit and know how to use it. Know basic emergency first-aid procedures.
• Have adequate and safe transportation.
• When leaving the site, take everything you brought with you. Leave the site in its natural condition.

FUn On HiKeS
When did you last watch a colony of ants scurrying about as they worked hard? Or investigate a hollow
tree? Or travel an unbeaten path? These are just a few things that you can do when you go hiking. The
fun lies in observing everything around you as you hike, and while observing, talking about what you see.
Enjoy nature—but don’t remove growing things from their natural habitats.

You can hike in your own neighborhood or a nearby park, or you can travel to an out-of-the-way location. Or
go to a nature center. Many nature centers include wheelchair-accessible trails so all can participate.

There are many types of nature hikes, some of which include nature activities. Several nature hikes are
described here. See the Cub Scout Leader Book for other types of hikes and for hiking safety rules.
Note: Always use the buddy system on hikes for safety and to prevent anyone from getting lost. Buddies
should remain together at all times.

A-48 BEAR
TYpeS OF HiKeS
◆◆ SEASONS HIKE
Materials: Pencils and crayons, notebooks for data collection, field guides
Choose a hiking area that you can hike in each season of the year. Each season, Cub Scouts make a list
of things they see along the way. Have them draw a particular area along the trail and how it changes.
Which things remained the same each season? How many things changed as the seasons changed?
(It’s a good idea to collect and keep these notebooks between seasons.)

◆◆ WEB OF LIFE
Materials: Pencil, paper
Animals, plants, and habitats rely on each other and form a “web of life.” The soil nourishes the tree; the
tree shelters the animal; the animal dies and adds nutrients to the soil. Everything in nature is affected by
the many other things living around it.

Have the Scouts in your den draw 12 small circles on paper where the numbers would be on a clock
face. In each circle they draw or write the name of something they see along the hike. Encourage them
to include different types of things: rocks, animals, plants, river, etc. Then have them draw a line from
one circle to everything it affects or is affected by it. Continue doing the same with the other 11 circles.
They have now created a web of life for this area. Was there anything that didn’t have lines and didn’t
affect anything else? What would happen if you covered up one of the circles and it was gone from your
area? How many other things would its absence affect?

◆◆ TRACKS AND SIGNS

Be a keen observer whenever you are out in nature. Look for all types of signs of animals and birds.
Identify bird and animal tracks. Make plaster casts of animal tracks.

◆◆ MICRO HIKE
Materials: Strings 3 to 5 feet long, magnifying glasses (if available)
Lay strings out along an area to study, and provide everyone with a magnifying glass if possible to add
to the experience. The Scouts inch along the string trail on their stomachs, with their eyes no higher than
1 foot off the ground. They may see such wonders as grass blades bent by dewdrops, colorful beetles
sprinkled with flower pollen, powerful-jawed eight-eyed spiders, and more. Ask questions to stimulate
their imaginations: “What kind of world are you traveling through?” “Who are your nearest neighbors?”
“Are they friendly?” “Do they work hard?” “What would life be like for that beetle—how would it spend
its day?”

◆◆ NATURE SAFARI
Materials: Field guides, pencils, paper
This hike will help everyone learn to identify animals. See how many different species each Cub Scout
can see on this local safari.

Appendix A-49
 ◆◆ SENSE OF TOUCH
This hike will illustrate the many textures of nature. Make sure that Cub Scouts are instructed to examine
the objects they find, not take them. Examples of what the Scouts may look for:
• The hairiest leaf • The roughest rock • Something dry
• The softest leaf • The roughest twig • Something warm
• The smoothest rock • Something cool • Something bumpy

Ask questions such as: “What did you find that was dry? Why was it dry?” “How might it be different
tonight? Next summer/winter?” “How did it get there?” “Does it belong there?” “Did people have
anything to do with it being there?” “Has it always been the way it is?”

◆◆ NATURE BABIES
Look for “nature babies”—birds, ferns, leaves, snails, insects, etc. How are the babies protected? How
are they fed? Do not touch baby birds or animals. Look only from a little distance. Most babies that seem
abandoned by their parents really aren’t. Mother or father may be nearby.

◆◆ NATURE NOISES
This is a great way to help everyone on the hike notice and enjoy the sounds around them. Stop along
the hike at different points. Have everyone sit or stand very still and listen. As they hear a new sound, they
raise their hand as a signal. They can “collect” different sounds on their fingers, holding up a finger for
each sound they hear. Can you count to 10 in between sounds? Listen for birds, animals, wind in the trees,
falling leaves, or rushing water.

◆◆ COUNT THE COLORS

Materials: Crayons, paper, pencils
Each Cub Scout selects five crayons and colors an area on a piece of paper with each crayon. Take the
paper on a hike and write each object found that matches the colors. Write them under the colored area
on the paper. Ask how many colors they can see without moving from where they are.

◆◆ INCH HIKE
Materials: Small rulers
Find as many objects as possible that are 1-inch high, long, etc. Use the small rulers to measure. This
helps Cub Scouts notice the small things that they might otherwise overlook.

◆◆ A-B-C HIKE
Materials: Pencils, paper
Write the letters of the alphabet vertically on a piece of paper. On the hike, find an object, sound, or smell
in nature for each letter and write it down.

A-50 BEAR
◆◆ STRING-ALONG HIKE
Materials: 36-inch piece of string
Take the piece of string on your hike. Every now and then, place the string in a circle on the ground.
See how many different things you can find enclosed in the circle. Then stretch the string in a line
and see how many different things touch it.

◆◆ SURPRISE BREAKFAST HIKE

Materials: Breakfast fixings for everyone
Make arrangements ahead of time with the parents of your Cub Scouts to go on a “surprise” hike.
Everyone meets early in the morning and heads out on an early morning hike, cooking (or providing)
breakfast outdoors.

◆◆ NIGHT HIKE
In areas where it is safe to walk at night, try a hike after dark. This activity works best during a bright
full moon. See how different things look, smell, and sound at night. Don’t use flashlights, as they will
lessen your ability to see and reduce your awareness of what is happening in the dark. Carry flashlights
for emergency use only.

◆◆ SILENT HIKE
This hike can be difficult to accomplish but powerful in helping everyone on the hike appreciate the world
around them. Have the Cub Scouts in your den sit alone and a few feet apart for a short period of time. On
the den leader’s signal, the group begins to move along the trail tapping shoulders and pointing to share
the sights and sounds of the hike. No talking!

HiKinG GAMeS
While out on a hike you might want to stop to have a rest, enjoy lunch, or play a game. Here are some
ideas for activities while taking a hiking break.

◆◆ KNOW YOUR ROCK

Materials: Tape, pencil, rocks found on your hike
Each Cub Scout finds a fist-sized rock, remembering where they found it so they can return it after the
game. All sit in a circle with eyes shut, holding their rocks. Tell them to “get to know” their rocks by the
feel, texture, smell, etc. After a few minutes, collect the rocks, mix them up, and redistribute them. The
Cub Scouts pass the rocks around the circle and try to identify their own rock with their eyes still shut.
To help prevent any disagreements, affix a small piece of tape to each rock with the owner’s initials. Be
sure to remember to remove the tape when you leave the rock behind!

◆◆ KNOW YOUR LEAF

Materials: Leaves
This is similar to Know Your Rock. With eyes open, Cub Scouts each get to know a leaf by its shape,
size, color, veins, etc. Then put all leaves in a pile and let Scouts try to find their own leaves one at a
time, explaining to the group how they did it and what they looked for.

Appendix A-51
 ◆◆ GRAB BAG
Materials: 15 items from nature, 15 small paper bags
Collect 15 items from nature, such as pinecones, nuts, shells, etc., and place each in a small paper bag.
Pass the bags around the circle of Cub Scouts and let them try to identify the object by feeling the
outside of the bag.

◆◆ NATURE PHOTOGRAPHER
For this activity, Cub Scouts work in buddy pairs, with one acting as the “camera” and the other as the
“photographer.” The photographer guides the camera, who has their eyes closed, to an interesting nature
picture. When the photographer is ready to “take the picture,” they tap on the camera’s shoulder to signal
them to open and close their eyes. The photographer can “adjust” a camera to take tight- and wide-angle
shots and to use interesting angles and perspectives. The camera and photographer should talk as little
as possible to enjoy this experience. The photographer should also remember to guide the camera safely.
After several pictures have been taken, it will be time for the photographer and camera to switch positions
and begin again.

◆◆ NATURE KIM’S GAME

Materials: Nature items, towel or jacket
Gather nature items such as pinecones, leaves, twigs, rocks, etc. Place them in an area for the Cub
Scouts to study. After a few minutes, cover the items with the towel or jacket and have them try to
remember all the now-hidden items.

◆◆ CAMOUFLAGE TRAIL
Materials: 15 or 20 human-made objects
This game can open doors to a discussion about how an animal’s color can help protect it. Along an area
of trail, place 15 or 20 human-made objects. Some objects should stand out and be bright colors. Some
should blend in with the surroundings. Keep the number of objects a secret. Cub Scouts walk along the
section of trail, spotting as many objects as they can. When they reach the end, they whisper to you how
many they saw. Invite them to go back and see whether they can spot any that they missed. Be sure to
track the objects you have placed and collect them all when the game is finished.

◆◆ NATURE SCAVENGER HUNT

This hunt is intended to test everyone’s knowledge of nature in an exciting competition. It is run like
any scavenger hunt—each group gets a list of objects from nature with the goal of finding as many as
possible within a given time limit (10 to 20 minutes). Set boundaries for the hunt, and list 20 to 50 objects
from nature that can be found within the area. Objects should be common enough that a Cub Scout can
identify most of them. Make sure that they are marking these items off their list and leaving the items
themselves undisturbed. Your list will reflect nature items that can be found in your locale, but here are
some common suggestions:
Anthill Oak leaf Maple leaf
Dandelion Insect Cocoon
Spider web Animal track Bird’s nest
Needle from an evergreen Barrel cactus Acorn

A-52 BEAR
BSA OUTdOOR eTHiCS pROGRAM
Wilderness conservation depends on understanding and respect for wild places. It also supports the
idea that that we do not inherit wildlands from previous generations, but instead we are borrowing
these places from our children. What we use now—and what we use up now—will be compromised for
future generations.

The Boy Scouts of America has long had a commitment to outdoor ethics and conservation practices.

The Cub Scouting program includes outdoor stewardship and care for the environment as demonstrated
through the BSA’s Outdoor Code and the Leave No Trace Principles for Kids. These guiding principles
serve as part of an overall program supporting ethical decision making in the outdoors and are an
appropriate place to start with Cub Scouts.

THe OUTdOOR COde

As an American, I will do my best to—
◆◆ Be clean in my outdoor manners,
◆◆ Be careful with fire,
◆◆ Be considerate in the outdoors, and
◆◆ Be conservation minded.

LeAVe nO TRACe*
pRinCipLeS FOR KidS
Know Before You Go
Choose the Right Path
Trash Your Trash
Leave What You Find
Be Careful With Fire
Respect Wildlife
Be Kind to Other Visitors
*The member-driven Leave No Trace Center for Outdoor Ethics teaches people how to enjoy the outdoors
responsibly. This copyrighted information has been reprinted with permission from the Leave No Trace Center
for Outdoor Ethics: www.LNT.org.

@ BSA resources for outdoor ethics are available here:

www.scouting.org/outdoorprogram/outdoorethics.aspx

Appendix A-53
 6
Appendix
ReSOURCe GUide FOR
AQUATiCS ACTiViTieS
WATeR SAFeTY
Water activities can make good den or pack activities, but safety rules are very important any time a
pack is holding an event around water. Some of the Cub Scouts are probably nonswimmers, and it is
likely that some who think of themselves as swimmers can’t swim very far or safely in deep water.

To ensure safe aquatics activities, the Boy Scouts of America requires implementation of Safe Swim
Defense and Safety Afloat plans whenever Scouting units engage in swimming or boating activities.
Swimming or boating activities must be supervised by at least one adult with current training in the appro-
priate program. That training may be obtained at my.scouting.org or at various other Scouting venues.
(However, training not done online is valid only if the participants are shown the same video viewed online.)

Safe Swim Defense and Safety Afloat provide awareness training of the procedures and skills needed
to keep youth safe in and on the water. A conscientious adult who completes the training should learn
enough to decide if he or she is sufficiently experienced and well-informed to make appropriate decisions
to prevent incidents and to plan for and respond appropriately during emergencies. Additional information
to make that assessment is found in the BSA publication Aquatics Supervision, No. 34346. Refer to
Appendix 9: Additional Resources for more information.

Aquatics Supervision also serves as the text for Aquatics Supervision: Swimming and Water Rescue,
and Aquatics Supervision: Paddle Craft Safety training. Those two adult training courses teach the skills
needed to implement Safe Swim Defense and Safety Afloat procedures in various settings. Each course
takes approximately eight hours. Check with your council service center for course offerings.

Leaders may also obtain skilled help to plan and conduct safe aquatics activities by consulting with the
local council aquatics committee. Check with your council service center for contact information.

A-54 BEAR
BSA SAFe SWiM deFenSe
BSA groups shall use Safe Swim Defense for all swimming activities. Go to https://www.scouting.org/
health-and-safety/gss/gss02 for detailed information about the eight principles.

1. Qualified supervision
2. Personal health review
3. Safe area
4. Response personnel (lifeguards)
5. Lookout
6. Ability groups
7. Buddy system
8. Discipline

HOME SWIMMING POOL SAFETY FOR UNIT EVENTS

All elements of Safe Swim Defense apply at backyard pools even though they may be small, shallow,
and familiar. The biggest danger is probably complacency. Adult supervision must be continuous while
the pool is in use. A child who can’t swim can drown silently within 20 seconds of entering water over
their head.

Aquatics Supervision contains safety information specific to both in-ground and above-ground backyard
pools. That includes the following:

• Most such pools are too shallow for diving. Diving prohibition should be discussed at a tailgate
review for all participants prior to the activity.
• Beginner and swimmer areas may be combined in small, relatively shallow pools.
• Make sure to control access. Many backyard pools are too small to accommodate an entire pack
at once. If other activities are also taking place, it may be best to allow only one den into the water
at a time rather than allowing Scouts to move at will in and out of the water.
• Many states require pool fencing, which may help with supervision.
• If the uniform depth of an in-ground pool is too deep for short nonswimmers, they may need
properly fitted life jackets.
• Rescues, if needed, should be simple. Provide reaching and throwing devices for active victims.
A wading assist may be feasible for passive victims.
• For above-ground pools without decks, have a plan to remove large unresponsive adults who
suffer a heart attack or other debilitating condition.

GUARDED PUBLIC POOLS WITH LIFEGUARDS ON DUTY

Aquatics Supervision also covers swimming at public pools, waterparks, and guarded beaches.

Important items include the following:

• Dens and packs do not need to assign and equip rescue personnel. Professionally trained
lifeguards provided by the venue satisfy that need.
• Unit leaders are still responsible for medical screening, ability groups, the buddy system,
discipline, and supervision.
• Many public pools will have a safety line at the 5-foot mark separating shallow and deep
water that can be used to help designate appropriate areas for the different ability groups.
Otherwise, appoint adult lookouts to make sure nonswimmers and beginners stay in their
assigned areas.

Appendix A-55
 It is likely awkward to conduct frequent buddy checks. Therefore, arrange a time for everyone to leave the
water and meet at a given location. Then do a head count. Otherwise rely on unit lookouts, buddies, and
lifeguards to maintain vigilance. At large waterparks, leaders should accompany dens moving from one
feature to another after everyone in the group is accounted for.

BSA SAFeTY AFLOAT (Boating Safety)

BSA groups shall use Safety Afloat for all boating activities. Go to www.scouting.org/health-and-safety/
gss/gss02/ for more information on the nine principles.

1. Qualified supervision
2. Personal health review
3. Swimming ability
4. Life jackets
5. Buddy system
6. Skill proficiency
7. Planning
8. Equipment
9. Discipline

WATER RESCUE
Water rescue training for the lay rescuer often uses a reach, throw, row, go mnemonic to establish a
safe, effective sequence for responding to water emergencies. That sequence is important to Cub Scout
leaders for two distinct reasons. First it establishes the procedure that response personnel under Safe
Swim Defense should follow. If professionally trained lifeguards are not available at a swimming location,
then the qualified supervisor has to provide personnel and equipment suitable for likely emergencies.
Fortunately, that is often not as difficult as it might first appear. For that reason, a review of the reach,
throw, row, and go sequence is appropriate. Important detail can be found in Aquatics Supervision.

The other reason for reviewing the sequence is for age-appropriate training of youth. Drowning is the
second-leading cause of accidental death for those of Cub Scout age. Therefore, there is a chance that
Cub Scouts will be faced with seeing someone in trouble. Cub Scouts have saved people from drowning.

However, there are also double drownings that occur yearly in the United States when well-meaning
people of all ages attempt to save drowning victims. Those are often frantic friends and relatives whose
swimming skills are no better than those of the person in trouble. Since Cub Scouts often lack swimming
skills and the maturity to realize their limitations, it is important to modify the rescue sequence for Cub
Scout training to reach, throw, row, and go for help.

Reach: This technique is appropriate to teach Cub Scouts, parents who are nonswimmers, and rescue
personnel who are skilled in the water. People who can’t swim often begin to struggle immediately after
they step into or fall into water over their heads. That is likely to be very close to safety. If so, the rescuer
should lie down, reach out, and grab the person. Lying down is necessary since the person in the water
will likely stop all effort to remain afloat, and that sudden increase in weight can topple an unprepared
rescuer into the water. If the victim is a bit farther out, an extension device such as a pole, paddle, or
noodle can be used. Those should be swept to the person from the side, not used like a spear. Victims
often cannot reach for an extended item, even if it is just a foot away. Rescuers should therefore be told
to place the item under the person’s arm or within grasp. Rescuers should also be told to provide loud,
clear, simple instructions to the victim, for example “GRAB THIS!”

Throw: The second procedure in the sequence, used when the person is too far out to reach, is to throw
the person an aid. A throwing rescue is also appropriate to teach to rescuers of any age and swimming
ability. A float with a line attached is best, but any light floating item or a rope by itself may be used. An
accurate first toss is required if a line is not attached, but throwing a line takes practice. Ring buoys are

A-56 BEAR
often found at hotel and apartment pools and are good devices for Cub Scout practice. Leaders may also
fashion throwing devices from light floating line and a plastic jug with just a bit of water in it for weight. A
throwing rescue is best suited to poor swimmers in trouble. Drowning nonswimmers will not be able to
reach for the object unless it lands within their grasp, nor will passive victims floating face down or on
the bottom.

Row: A boat can be used to provide a mobile platform from which to do reaching or throwing assists.
Since Cub Scouts do not have the skills needed for a safe rowing rescue, this procedure is not empha-
sized for that age group. A boat rescue is also not a common part of an emergency action plan for a unit
swim since the swimming area is typically small and within easy reach of shore-based response personnel.

Go: For Cub Scout training, this item should be interpreted as “go for help.” That is, they should first
shout for help, and if no one responds, seek out a responsible person such as a parent, lifeguard, or park
ranger. Poor swimmers should not enter the water to attempt a rescue. On the other hand, a unit swim
cannot rely on reaching or throwing rescues for emergency planning. An in-water assist will be needed for
a parent suffering cardiac arrest in the water. At guarded swims, GO also means going with equipment
since lifeguards or response personnel should never be without appropriate rescue aids.

SWiM CLASSiFiCATiOn TeSTS

The following content on swim classification tests is taken from the BSA Aquatics Supervision guide.

Safe Swim Defense and Safety Afloat guidelines tailor activities to swimming ability. Therefore, the
unit leader needs to provide opportunities for swim classification before aquatics outings. Swim tests
conducted by council personnel during or just before summer camp give the unit one way to determine
swimming ability. However, not all unit members attend camp, new members may join the unit at any
time, and some units plan aquatics activities in lieu of summer camp. Therefore, the unit should be able
to safely conduct its own swim tests.

SWiMMeR CLASSiFiCATiOnS
Scouting recognizes three basic swimming classifications: swimmer, beginner, and nonswimmer.
Swim classification tests should be renewed annually, preferably at the beginning of the season.

The swimmer test demonstrates the minimum level of swimming ability required for safe deepwater
swimming. The various components of the test evaluate several distinct, essential skills necessary for
safety in the water. A precise statement of the swimmer test is:

Jump feetfirst into water over the head in depth. Level off and swim 75 yards in a strong manner using
one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards
using an easy, resting backstroke. The 100 yards must be completed in one swim without stops and
must include at least one sharp turn. After completing the swim, rest by floating.

The test administrator must objectively evaluate both the ease of the overall performance and the
purpose of each test element. Any conscientious adult who is familiar with basic swimming strokes
and who understands and abides by the following guidelines can administer the test.

Appendix A-57
 1. “Jump feetfirst into water over the head in depth. Level off . . .”
The swimmer must be able to make an abrupt entry into deep water and begin
swimming without any aids. Walking in from shallow water, easing in from the
edge or down a ladder, pushing off from the side or bottom, and gaining
forward momentum by diving do not satisfy this requirement. If the swimming
area available for the test is not quite over the swimmer’s head in depth, or
does not provide a platform for jumping into deep water, then a person may be
provisionally classified as a swimmer if able to easily bob repeatedly up and
down in the water, then level off and begin swimming. The head must sub-
merge without the legs touching bottom. Ideally, the feetfirst entry should be
tested at the next available opportunity.
2. “. . . swim 75 yards in a strong manner . . .”
The swimmer must be able to cover distance with a strong, confident stroke. The
75 yards is not the expected upper limit of the swimmer’s ability. The distance
should be covered in a manner that indicates sufficient skill and stamina for the
swimmer to continue to swim for greater distances. Strokes repeatedly interrupted
and restarted are not sufficient. The sidestroke, breaststroke, or any strong over-
arm stroke, including the back crawl, are allowed in any combination; dog paddling
and underwater strokes are not acceptable. The strokes need to be executed in a
strong manner, but perfect form is not necessary. If it is apparent that the swimmer
is being worn out by a poorly executed, head-up crawl, it is appropriate for the test administrator to suggest a
change to a more restful stroke. A skilled, confident swimmer should be able to complete the distance with
energy to spare, even if not in top physical condition. There should be little concern if a swimmer is out of breath
because the distance was intentionally covered at a fast pace. However, a swimmer who barely has the energy to
complete the distance will benefit from additional skill instruction.
3. “. . . swim 25 yards using an easy, resting backstroke.”
The swimmer must demonstrate a restful, free-breathing backstroke that can be
used to avoid exhaustion during swimming activity. It is placed at the end of the
distance requirement to emphasize the use of the backstroke as a relief from
exertion and may actually be used by some swimmers to catch their breath if
they swam the first part more strenuously than needed. The change of stroke
must be done without support from side or bottom. Any effective variation of the
elementary backstroke is acceptable. The form need not be perfect. For exam-
ple, a modified scissors kick may be substituted for a whip kick. Restful strokes
are emphasized in Scouting as important safety skills that can be used whenever the swimmer becomes
exhausted or injured. Some swimmers, particularly current or former members of competitive swim teams,
may not be familiar with the elementary backstroke. A back crawl will suffice for the test if it clearly provides
opportunity for the swimmer to rest and catch the breath. However, individuals successfully completing the
test with the back crawl should be encouraged to learn the elementary backstroke.
4. “The 100 yards must be completed in one swim without stops and must include at least one
sharp turn.”
The total distance is to be covered without rest stops. It is acceptable for some-
one to float momentarily to work out a kink in a muscle or to tread water to avoid
collision with another swimmer, but not to make up for a poorly executed stroke
by repeatedly floating, grasping the side, or touching the bottom. The sharp turn
demonstrates the important skill of reversing direction in deep water without
support. There is no time limit for completion of the test.

5. “After completing the swim, rest by floating.”

This critically important component evaluates the swimmers’ ability to support
themselves indefinitely in warm water when exhausted or otherwise unable
to continue swimming. Treading water will tire the swimmer and is therefore
unacceptable. The duration of the float is not significant, except that it should
be long enough for the administrator to determine that the swimmer is in fact
resting and could continue to do so. A back float with the face out of the
water is preferred, but restful facedown floating is acceptable. If the test is
completed except for the floating requirement, the swimmer may be retested on the floating only (after
instruction), provided the test administrator is confident that the swimmer can initiate the float in deep
water when exhausted.
A-58 BEAR
A precise statement of the beginner test is:

Jump feetfirst into water over the head in depth, level off, and swim 25 feet on the surface. Stop, turn
sharply, resume swimming, and return to the starting place.

The entry and turn serve the same purpose as in the swimmer test. The swimming may be done with any
surface stroke. Underwater swimming is not allowed. The stop assures that the swimmer can regain the
stroke if it is interrupted. The test demonstrates that the beginner swimmer is ready to learn deepwater
skills and has the minimum ability required for safe swimming in a confined area in which shallow water,
sides, or other support is less than 25 feet from any point on the water.

Anyone who has not completed either the beginner or the swimmer test is classified as a nonswimmer. The
title is descriptive and nonjudgmental. It may represent those just learning to swim who do not yet have the
skills to safely venture beyond shallow water. It may also apply to those who have not yet been tested or who
have elected to forego the test and to accept the limitations on activities imposed by the classification.

Both nonswimmer and beginner classifications prevent a Scout from gaining the full benefit of aquatics
programming. Unit leaders should promote swimming ability to all members and strive to have everyone in
the unit classified as swimmers. Such a goal increases each Scout’s safety and confidence, provides more
recreational and instructional opportunities, and makes it easy for units to administer their own aquatics
programs. Note that the beginner test is a requirement for Boy Scout Second Class rank, whereas the
swimmer test is a requirement for First Class rank. A unit’s ability to conduct swim classification tests also
makes it easier to administer rank advancement.

TeSTinG pROCedURe
Beginners:
✔ Jump into deep water.
✔ Swim 25 feet.
✔ Turn.
✔ Return.
✔ Total: 50 feet with entry and turn

Swimmers:
✔ Jump into deep water.
✔ Swim 75 yards with strong forward stroke.
✔ Swim 25 yards with restful backstroke.
✔ Rest by floating. Swim tests are done one-on-one, with the
✔ Total: 100 yards with entry and turn examiner and youth as buddies.

All swimming activities, including swim classification

tests, follow the elements of Safe Swim Defense. The
health history of each individual should be reviewed
before testing. No one should be allowed in the water
against the recommendations of parents, guardians, or
medical providers, such as a physician (MD or DO), nurse
practitioner, or physician’s assistant. Those who are not
allowed to enter the water for whatever reason do not
automatically fall into the nonswimmer category. Normal-
ly, nonswimmers are encouraged to participate in aquat-
ics activities as an incentive to improve their skills. If the
aquatics activities are conducted by the unit, then the
adult in charge of the event should know the difference
between those classified as nonswimmers on the basis of Participant is asked to describe test and
skill, and those not allowed to swim due to a chronic or confirm comfort with each task. If there is any
temporary physical condition that limits water contact. hesitation, check ability first in shallow water.

Appendix A-59
 The unit may be asked to conduct swim classification tests before participation in a multiple-unit event,
such as summer camp or jamboree. In those cases, care should be taken to preclude participation in an
event as a nonswimmer by someone who should not be in the water. The unit leader should discreetly
communicate such situations to the event supervisor. The youth should be privately put on their honor not
to circumvent any restrictions.
Situations may arise when special consideration should be given to those with temporary medical condi-
tions. For example, yearly swim classification renewals may be scheduled just before a canoe trip. A medical
provider may approve a person with an ear infection or a sutured wound to go on the trip, but caution against
submerging the head or the bandage. Since it would be difficult to administer the swim test without getting
the ears or the wound wet, the adult leader might classify the Scout temporarily as a nonswimmer. That,
however, would prevent the Scout from paddling in a canoe with their buddy. If the unit leader has sufficient
evidence that the Scout is indeed a good swimmer—one who has earned the Lifesaving merit badge, for
example, or is a member of a swim team—then an extension of the Scout’s previous swimmer classification
is appropriate until he heals sufficiently to retake the test.
The ideal place to conduct a swim test is a swimming pool with straight stretches of 25 to 50 yards and
clear water at least 7 feet deep at the point of entry. Those taking the swimmer test can then be instructed
simply to swim either four or two lengths as appropriate. A pool 25 or 50 meters in length is easily adapted
by placing a turning mark or line at the yard mark, or by having the person swim the short extra distance.
(Recall that the swimmer test is not meant to demonstrate the maximum distance a person can swim.) The
course may also be laid out such that the swimmer follows a circular pattern around the pool rather than
back and forth, but be sure to incorporate the sharp turn
required by both beginner and swimmer tests.
Very small backyard or apartment pools (less than roughly
20 feet in the maximum direction) are fine for a unit swim,
but should be avoided as locations for swim classification
tests since likely contact with the sides and bottom during
all the turns makes it difficult to judge how well the person
can swim. Such pools may also be too shallow to meet
the criterion for a feetfirst entry into water over the head
in depth.
Any natural body of water that satisfies Safe Swim Defense
requirements may be used for swim classification tests.
Clear water is preferred over murky water; warm water over
cold water. A pier that extends from shore to deep water is Tests measure comfort in the water but do not
ideal for the feetfirst entry in the requirements, but a floating require perfect form.
platform can also be used.
If a pool open to the public is used for testing, try to
schedule a time when the pool is less crowded. Inform
pool personnel of what you are doing. A guard may be
willing to clear an area briefly if you have only one or two
Scouts who need the test.
During swim classification tests, the swimmer and the test
administrator form a buddy pair. If there is a large group
needing tests, then several testers are useful. Individual
testing is required. Unit members should not be aligned at
each lane and started at once, as in a swim competition.
Although the tests may be explained to the unit as a
whole, the test administrators should briefly review the Rest stops are not allowed. However, the
tests with each participant. Each person should be asked course should be close to the side to allow
if he or she would like to first try the beginner or the for resting and easy assists if needed.
swimmer test. If the person asserts the ability to easily
swim 100 yards, then it is not necessary to take the
beginner test before the swimmer test. Youth who are hesitant may take the beginner test first and follow it
with the swimmer test if that seems appropriate. Those who fall just short of the required distances may be
given a few pointers, a rest, and another try. Those who cannot complete the tests should be congratulated

A-60 BEAR
on how far they got, encouraged to practice, and told that they will be able to retake the test at a later date.
If a person in a swimsuit at the swimming area decides not to take either test, they should be encouraged to
slip into shallow water and show what they do know. That is, professed nonswimmers should be part of the
overall unit activity, not shunted aside in the interest of time. Everyone should be encouraged to try to swim to
the best of their ability, but no one should be coerced into the water.
Some participants may be willing to jump into water over their head even though they have never done it. There-
fore, every participant should be asked if they have jumped into deep water before. If they have not, first confirm
that they can swim in shallow water and then see if they are comfortable in deep water with a slide-in entry at
the edge. The test may proceed once the person demonstrates comfort in deep water.
With proper screening, those taking the test should not be at risk of a bad experience. Nevertheless, test
administrators should be ready and able to provide immediate assistance if the swimmer does need help,
perhaps due to a cramp or exhaustion. Ideally, the course for the beginner test should be alongside a
pool deck or pier so that the swimmer is always within a hand’s reach or a single stroke from support. The
course for the swimmer test should be within reach of a pole. The best way to keep poles ready for use is
to lay them along the edge of the pool or pier. A pole is then within easy, unobtrusive access at all times.
If the course incorporates a floating dock in a natural body of water, then the feetfirst entry and first few
strokes should be within easy reach. If the course then extends beyond the reach of a pole, the swimmers
should be either within reach of rescue personnel in a rowboat or canoe or within easy throwing distance
of a ring buoy on a line or a throw bag. If a person taking the test succeeds in leveling off after the feetfirst
jump, then the most likely need will be to encourage a tired swimmer to come to the side under their own
power. In a few cases, a reaching assist may be needed immediately after the feetfirst entry. Test admin-
istrators should be skilled in basic rescue techniques to satisfy Safe Swim Defense guidelines for trained
safety personnel. If there are others in the water not taking part in the testing, then additional response
personnel (lifeguards) are needed. In either case, a lookout is required to monitor all in-water activity.

SWiM TeST AnxieTY

Both the unit leader and the test administrator should be sensitive to those who may be fearful of the water,
uncertain of their ability, worried about peer reaction, otherwise apprehensive, or simply confused about
the process and what is expected of them. The unit leader should work with the test administrator to help
prepare such Scouts for the swim test, particularly when it is conducted by someone the Scout is unfamiliar
with, such as staff at resident camp or at a multiunit, council-organized swim test prior to camp.

The first day of a camp program may be an overwhelming experience for Scouts for many reasons—being
away from home and the support systems that home provides, the thrill but uncertainty of what they will
experience at camp, and perhaps thoughts of how they will measure up in comparison to their buddies. At
summer camps, the swim test is often the first program activity where Scouts both interact significantly with
those outside the unit and are asked to perform to a standard. That experience may produce significant
anxiety for a small number of youth. However, there is no justification for fears to be realized. The unit leader
can help prepare those Scouts both before and at camp so that the swim test is a positive experience. The
following items should help leaders recognize and reduce anxiety about the testing process:

• Early identification. Scouts who may be anxious around the water or with the swim test process should
be identified well before summer camp or other event for which the test is required. Comfort around the
water should be included in the leader’s discussion with parents for youth who join the unit. The leader
should also talk to the Scouts themselves. For Cub Scouts, check to see if swimming is an interest. Be
sure to watch for nonverbal cues to see if their body language matches what they say.
• Year-round swimming programs. A year-round swimming program provides meaningful and fun
activities and allows the leader to observe firsthand the comfort level of Scouts around the water. It
also provides an opportunity to see how unit members respond to those reluctant around the water
or with lesser swimming ability.

Appendix A-61
 • Prepare the unit for the test. The leader should familiarize Scouts with the swim test process. Explain
the purpose of the test and how it will be conducted. Explain that each Cub Scout’s swimming ability
may be different and that the better swimmers are expected to encourage and support those with
lesser ability. Remind everyone that opportunities to retake the test will be provided to those who don’t
make it as far as they would have liked. Encourage any Cub Scout who needs to speak with the leader
away from their peers to do so. And remember that no one should be forced—whether by anyone’s
statement or through peer pressure—to take either test if they choose not to.

A-62 BEAR
 Appendix 7
LeAdeR HeLpS
KnOTS And ROpeS
◆◆ WHIPPING A ROPE
Ropes are made of twisted fibers. When a rope is cut, the fibers
separate. You can whip the ends in place with string so the rope
won’t unravel.

Cut off the part that has already unraveled. Take a piece of strong string, dental floss, or thin twine at
least 8 to 10 inches long. Make a loop and place it at one end of the rope.

Wrap the string tightly around the rope. When the whipping is as wide as the rope is thick, slip the end
through the loop. Then firmly pull out the string ends and trim them off.

◆◆ FUSING A ROPE
Rope and cord made of plastic or nylon will melt when exposed to high heat. Cut
away the frayed part of the rope. Then, working in a well-ventilated area, hold each
end a few inches above a lighted match or candle to melt and fuse the strands
together. Melted rope can be hot and sticky—don’t touch the end until it has cooled.
Do not try to fuse ropes made of manila, sisal, hemp, cotton, or other natural fibers, because they will
burn rather than melt.

◆◆ KNOTS FOR CAMPING

You will use rope for many purposes when you go camping.
These knots will come in handy for different situations.

1. Square Knot: For tying two ropes together and for

tying bandages in first aid.

2. Taut-line Hitch: For tightening and loosening a

rope easily and for use on tent guy lines. Tighten or
loosen the knot by pushing the hitch up or down.

3. Two Half Hitches: For tying a rope to a post or ring.

This knot is strong but is easy to loosen.

4. Bowline: Used when you want a loop that

will not slip or close up. It is often used in
rescue work.

Appendix A-63
 Appendix
AWARdS
8
AWARdS CUB SCOUTS CAn eARn
The following awards can by earned by Cub Scouts. Visit Scouting.org to learn more about each
individual award and to find current requirements.

◆◆ CONSERVATION GOOD TURN AWARD

The Conservation Good Turn is an award packs may earn by
partnering with a conservation or environmental organization to
choose and carry out a Good Turn in their home communities.

◆◆ OUTDOOR ACTIVITY AWARD

Tiger, Wolf, Bear, and Webelos Scouts have the opportunity
to earn the Cub Scout Outdoor Activity Award. Scouts may
earn the award in each of the program years as long as the
requirements are completed again each year. Cub Scouts
complete specific requirements for each rank, including a
number of different outdoor activities.

◆◆ NATIONAL SUMMERTIME PACK AWARD

The National Summertime Pack Award encourages packs to be
active when school is out for the summer. Youth and adult pack
members can earn the award by taking part in one activity per
month in June, July, and August.

A-64 BEAR
◆◆ SCOUTSTRONG HEALTHY UNIT AWARD
When Scouts recite the Scout Oath and Scout Law, they promise to
keep their mind and body fit. Help Cub Scouts in your den keep that
promise by following three healthy practices at all meetings and
gatherings: drink right, move more, and snack smart. Your den can
earn the SCOUTStrong Healthy Unit Award by fulfilling the following
requirements during meeting times:

Drink right: Make water the main beverage (six meetings).

Move more: Include 15 minutes of fun physical activity (nine meetings).

Snack smart: Serve fruits or vegetables, when snacks are provided (three meetings).

When Scouts achieve and wear the SCOUTStrong Healthy Unit Award, they’re creating a standard for
meetings. This builds a healthy Scouting experience that can establish lifelong habits. Plus, activities for
the award match many advancement requirements. Find a tracker to record your den’s progress toward
this award and additional resources at Scouting.org.

◆◆ STEM/NOVA AWARDS
The Nova awards for Cub Scouts are for Wolf, Bear, and Webelos
Scouts who are interested in learning more about science,
technology, engineering, and mathematics. These awards may
not be earned by Lions or Tigers.

For their first Nova awards, Scouts have the opportunity to earn
the Nova award patch, followed by three more p
pin-on devices.
The patch and the three devices represent each of the four STEM
topics. The Supernova awards have more challenging requirements
and recognize more in-depth, advanced achievement in STEM–
related activities.

◆◆ WORLD CONSERVATION AWARD

The World Conservation Award for Cub Scouts provides an opportunity for
individual Wolf, Bear, and Webelos Scouts to “think globally” and “act locally”
to preserve and improve our environment. This program is designed to make
youth members aware that all nations are closely related through natural
resources, and that we are interdependent with our world environment.

Requirements for this award must be completed in addition to any similar

requirements completed for rank. This award may not be earned by Lions
or Tigers.

Appendix A-65
 9
Appendix
AddiTiOnAL ReSOURCeS
RESOURCES, FORMS, AND APPLICATIONS
* Items with an asterisk are available at scouting.org.
† Items with a dagger symbol are available at www.scoutshop.org or at your
local Scout shop.

Items with a star are available at my.scouting.org or through local

council training.

◆◆ DEN AND PACK MANAGEMENT

Bear Den Leader Guide, No. 37001 †
BSA Annual Health and Medical Record, No. 680-001 *
Cub Scout Den Record *
Cub Scout Leader Book, No. 33221 †
Den Chief Handbook, No. 33211 †
Lion Kit, No. 39003 †
Meeting Place Inspection Checklist *
Monthly Den Dues Envelope, No. 34209 †
Pack Overnighter Site Approval Form, No. 13-508 *
Tiger Den Leader Guide, No. 37002 †
Webelos Den Leader Guide, No. 37003 †
Webelos Den Record *
Wolf Den Leader Guide, No. 37004 †

◆◆ UNIFORMING
Adult Leader Uniform Inspection Sheet, No. 34048 *†
Guide to Awards and Insignia, No. 33066 †
Tiger, Wolf, and Bear Uniform Inspection Sheet, No. 34282 *†
Webelos Scout Uniform Inspection Sheet, No. 34635 *†

◆◆ TRAINING
Aquatics Supervision, No. 34346 †
BALOO (Basic Adult Leader Outdoor Orientation), No. 510-033
Belay On, No. 430-500 *
Climb On Safely
Cub Scout Leader Position-Specific Training
Cub Scout Leader Fast Start Training
How Do I Rate as an Effective Leader? *
Safe Swim Defense, No. 34370 †

A-66 BEAR
◆◆ MEMBERSHIP RECRUITING AND LEADERSHIP SELECTION
Adult Registration Application, No. 524-501; in Spanish, No. 524-502 *†
Family Talent Survey Sheet *
Family Information Letter Samples (5) *
Leadership Transfer Notice, No. 28-401 *
Selecting Cub Scout Leadership, No. 522-500 *
Youth Application, No. 524-406; in Spanish, No. 524-423 *

◆◆ ADVANCEMENT
Advancement Report, No. 34403 *†
Arrow of Light Pocket Certificate, No. 34219 †
Bear (Den) Advancement Chart, No. 34191 †
Bear Pocket Certificate, No. 34221 †
Bear Handbook, No. 33451 †
Bobcat Pocket Certificate, No. 34218 †
Cub Scout Cycle, No. 13-027 *
Cub Scout Insignia Stickers—Large, No. 34650 †
Den Advancement Report *
Lion (Den) Advancement Chart, No. 39000 †
Pack Graduation Certificate, No. 33751 †
Tiger (Den) Advancement Chart, No. 34715 †
Tiger Handbook, No. 34713 †
Tiger Pocket Certificate, No. 34714 †
Webelos Handbook, No. 33452 †
Webelos Scout (Den) Advancement Chart, No. 34187 †
Webelos Scout Pocket Certificate, No. 34222 †
Wolf (Den) Advancement Chart, No. 34182 †
Wolf Handbook, No. 33450 †
Wolf Pocket Certificate, No. 34220 †

◆◆ PROGRAM PLANNING
Activity Consent Form, No. 680-673
BALOO (Basic Adult Leader Outdoor Orientation), No. 510-033 †
BSA Cub Scout World Conservation Award *
Buddy tags
Campfire Program Planner *
Climb On Safely brochure, No. 430-099 *
Cub Scout Ceremonies for Dens and Packs, No. 33212 †
Cub Scout Day Camp Administration Guide, No. 430-338 *
Cub Scout Den Meeting Program *

Appendix A-67
 Cub Scout Grand Prix Pinewood Derby Guidebook, No. 33721 †
Cub Scout Leader How-To Book, No. 33832 †
Cub Scout Magic, No. 33210 †
Cub Scout Outdoor Activity Award *
Cub Scout Songbook, No. 33222 †
Cub Scout/Webelos Scout Outdoor Program Guide *†
Den Chief Handbook, No. 33211 †
Fun for the Family, No. 33012 †
Group Meeting Sparklers, No. 33122 †
Guide to Safe Scouting, No. 34416 *†
Individual Campout Checklist for Pack Overnighter *
National Camp Standards, No. 430-056
National Den Award *
National Summertime Pack Award, No. 33748 *†
Pack Meeting Planning Sheet *
Pack Meeting Plans *
Pack Program Planning Chart, No. 26-004 *
Safe Swim Defense, No. 34370 †
Unit Money-Earning Application, No. 34427 *†
Webelos Den Meeting Program, No. 33852 *
Webelos Scout Overnight Checklist *
Your Flag, No. 33188 †

◆◆ RECOGNITION
Assistant Denner Shoulder Cord, No. 385 †
Den Chief Badge of Office (cloth), No. 387 †
Den Chief Service Award (certificate), No. 33726 †
Den Chief Service Award (shoulder cord), No. 389 †
Den Chief Shoulder Cord, No. 388 †
Denner Shoulder Cord, No. 368 †
National Den Award Ribbon, No. 17631 †
National Summertime Pack Award pins:
Tiger National Summertime Award pin, No. 14332 †
Wolf National Summertime Award pin, No. 14333 †
Bear National Summertime Award pin, No. 14334 †
Webelos National Summertime Award pin, No. 14335 †
Pack Leader Appreciation Certificate, No. 33755 †
Progress Record for the Cub Scout Den Leader Award *
Progress Record for the Cub Scout Leader’s Training Award *
Progress Record for the Cubmaster’s Key Award **

A-68 BeAR
Safe Swim Defense Certificate, No. 34243 †
Troop Junior Leader Certificate (for den chiefs), No. 33745 †
Webelos Den Chief Shoulder Cord, No. 457 †
Whittling Chip Certificate, No. 34223 †

◆◆ CUB SCOUTING FOR CHILDREN WITH DISABILITIES

Cub Scout Leader How-To Book, No. 33832 †
A Guide to Working With Scouts With Special Needs and DisABILITIES, No. 510-071 **
Scouting for Youth With Disabilities Manual, No. 34059 *

PHOTO AND ILLUSTRATION CREDITS

Illustrations
Jeff Ebbeler—page A-42
Rob Schuster—pages 48, 53, 54, 72, 100, 124, 136, 151, A-14, A-28, A-29, A-45, A-63
Shutterstock.com—pages 84 (©Dr_Flash) and A-47 (©tkemot)

Photos
Nasa.gov—147 (Earth)

Shutterstock.com—pages 116 (©Elias H. Debbas II) and 183 (©Robbi)

All other photos and illustrations not mentioned above are the property of or are protected by the
Boy Scouts of America.

Appendix A-69
 nOTeS

A-70 BeAR
 Official Placement
of Insignia
U.S. FLAG EMBLEM

DEN NUMBER COUNCIL SHOULDER PATCH

SHOULDER SEAM

UTAH VETERAN
UNIT BAR
4”

JOURNEY to
EXCELLENCE PACK NUMBER
UNIT AWARD
2018

JOURNEY TO RIGHT SLEEVE LEFT SLEEVE

EXCELLENCE
UNIT AWARD

NATIONAL WORLD CREST

SUMMERTIME
AWARD PIN

SERVICE STARS
BOY SCOUTS OF AMERICA

CUB SCOUT
RANK PATCHES
CUB SCOUT
OUTDOOR ACTIVITY
AWARD

TEMPORARY
PATCH

RECRUITER STRIP

TIGER

RECRUITER

RIGHT POCKET LEFT POCKET

 SCOUT OATH
On my honor I will do my best
To do my duty to God and my country
and to obey the Scout Law;
To help other people at all times;
To keep myself physically strong,
mentally awake, and morally straight.

SCOUT LAW
Trustworthy
Loyal
Helpful
Friendly
Courteous
Kind
Obedient
Cheerful
Thrifty
Brave
Clean
Reverent

BOY SCOUTS OF AMERICA SKU 646723

1325 West Walnut Hill Lane
P.O. Box 152079
Irving, TX 75015-2079
www.scouting.org 7 30176 34855 1
37001 2018 Printing